本研究探討線上閱讀對於偏遠地區六年級學生閱讀理解的影響，以Moodle系統架設線上閱讀網站，以新北市甲國民小學六年級學童共11人為對象，進行一個月共20篇文章的線上閱讀以及線上測驗活動，其中記敘文體10篇，說明文10篇，每篇有8題測驗題。本研究文本內容以PIRLS閱讀測驗範例文章、新北市國小教師國語文領域研習教材以及研究者自編文本為主，並將測驗題目依PIRLS閱讀理解歷程分為四類：「直接提取」歷程、「推論分析」歷程、「詮釋整合」歷程和「比較評估」歷程，分析學生在「性別」、「家庭背景」和「國語文基本能力」變項下在記敘文體和說明文體的閱讀理解能力之變化，並評估在偏遠地區以線上閱讀網站的方式推動閱讀教育之可行性。
本研究結果顯示如下：
一、學生在說明文的閱讀理解能力表現優於記敘文
二、女生在記敘文和說明文閱讀理解能力表現皆優於男生。
三、弱勢家庭背景之學生的閱讀理解能力有顯著提升。
四、低分組在記敘文體及說明文體之閱讀理解能力提升皆優於高分組。

The purpose of the study was to investigate the impact of online reading on geographically disadvantaged six graders’ reading comprehension. The researcher built an online reading website on the course management system, Moodle. The subjects were 11 six graders from an elementary school, New Taipei City. During the one month period, the subjects participated in the online reading activities by reading articles, including 10 narratives and 10 essays, and responding to 8 multiple choice items for each article. The majority of the reading content was the sample articles from PIRLS reading assessment, the materials from New Taipei City elementary school teachers’ professional development in literacy and reading, and the content created by the researcher. Additionally, the multiple choice items were categorized based on the four types of PIRLS’s comprehension processes, which are (1)focus on and retrieve explicitly stated information, (2)make straightforward inferences, (3)interpret and integrate ideas and information, and (4)examine and evaluate content, language, and textual elements.

The researcher analyzed the relationships between the subjects’ reading comprehension and the following factors: genders, socioeconomic backgrounds, and students’ Chinese language competencies. The results were summarized below.
1. Students showed better comprehension in narratives than in essays
2. Girls performed better comprehension than boys in both narratives and essays
3. Students with low socioeconomic backgrounds showed a significant improvement in reading comprehension
4. Students from the low Chinese language competency group showed more improvement than students from the high Chinese language competency group
Based on the findings, the feasibility of implementing online reading in geographically disadvantaged schools for enhancing students’ reading comprehension was discussed.

王鍾和（譯）（1988）。Elizabeth B. Hurlock著。兒童發展（下冊）。臺北：大洋。
吳宜貞（2002）。家庭環境因素對兒童閱讀能力影響之探討。師大心理教育學報， 34（1），1-20。
李修平（譯）（1998）。E.D. Gagnѐ, C.W. Yekovich ＆ F.R. Yekovich著。教育心 理學－學習的認知基礎。臺北：遠流。
李連珠（1992）。早期閱讀發展之一：間談家庭閱讀活動。幼兒教育年刊，5，109-126 。
周台傑（1993）。國民小學國語文成就測驗編製報告。測驗年刊，40，77-90。
林育瑋（1989）。幼兒閱讀問題之探討。國民教育，29（7-8），40-44。
林武憲（2000）。兒童文學與兒童讀物的探索。國民教育，29（7-8），40-44。
林冠雯（2007）。閱讀理解策略教學對國小高年級學生閱讀理解能力之影響—以 電腦系統為研究輔助工具。國立臺北教育大學教育傳播與科技研究所碩士論 文。未出版，臺北。
邱皓政（2011）。量化研究與統計分析：SPSS（PASW）資料分析範例解析第五 版。臺北，五南。
俞永嘉（2010）。探討整合式線上閱讀理解策略對特定任務線上閱讀理解歷程之 影響。國立臺灣師範大學資訊教育學系碩士論文。未出版，臺北。
柯華葳（1993）。語文科的閱讀教學。學習輔導（頁307-349）。臺北，心理出版 社。
柯華葳（1999）。閱讀能力的發展。語言病理學基礎（第三卷），84-119。臺 北：心理。
柯華葳、詹益綾、張建妤、游婷雅（2008）。臺灣四年級學生閱讀成就（PIRLS 2006報告）。2011年5月1日，取自 http://lrn.ncu.edu.tw/pirls/PIRLS%202006%20Report.html
洪秋蘭（2000）。國中語文學習困難學生閱讀理解與先前知識之評量與診斷。國 立高雄師範大學特殊教育學系碩士論文，未出版，高雄。
張必隱（1992）。閱讀心理學。北京，北京師範大學。
連啟舜（2002）。國內閱讀理解教學研究成效之分析。國立台灣師範大學教育心 理與輔導研究所碩士論文，未出版，臺北。
陳佳音（2004）。線上閱讀討論對國小學童之閱讀理解能力與閱讀態度影響之研 究。國立臺南大學教育與課程學系碩士論文。未出版，臺南。
陳怡華（2001）。國小學生家庭環境、閱讀動機與國語科學業成就之關係研究。 國立高雄師範大學教育學系。未出版，高雄。
陳奎熹（1994）。社會教育學。臺北：三民。
陳翠華（1996）。國小學生家庭環境、心理特質與學業成就關係之研究。國立臺 南師範學院國民教育研究所碩士論文。未出版，臺南。
曾振富（2000）。利用網路科技協助國小自然科「教」與「學」之研究：以臺北 市中正河濱公園自然生態為例。未出版，國莉臺北師範學院課程與教學研究 所，臺北。
項必蒂（1991）。師院生學習教育心理學之動機等策略及其相關因素研究。國立 政治大學教育研究所論文，未出版，臺北。
楊佩芬（1999）。從建構主義理論學習理論探討超媒體在教學上的應用。資訊與 網路教學應用，42-63。臺北市政府教育局。
楊芷芳（1993）。合作學習對國小兒童閱讀表現之影響。國立屏東師範教育學院 碩士論文。 未出版，屏東。
臺北縣教育研究發展中心編製（2010）。臺北縣98學年度三、五年級國語文能力 檢測回饋報告。未出版，臺北縣。
謝美寶（2003）。國小學生閱讀態度、家庭閱讀環境與閱讀理解能力關係之研究。 屏東師範學院國民教育研究所碩士論文。未出版，屏東。
Anderson, L. W., & Krathwohl, D. R. (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman
Anglum, B. S., Bell, M. L., & Roubinek, D. L. (1990). Prediction of elemantary student reading achievement from specific home environment variable. Reading Improvement, 27 (3), 173-184.
Berger, M., Yule. W., & Rutter, M. (1975). Attainment and adjustment in two geographical areas: II. The prevalence of specific reading retardation. British Journal of Psychiatry, 126, 510-519.
Briggs, C., & Elkind, D. (1973). Cognitive development in early read. (ERIC Document Reproduction Service No. ED080164 )
Brown, J S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learing. Educational Researcher, 18(1), 32-42.
Carver, R. P. (1973). Reading as reasoning: Implications for measurement. In W. H.
Delaney, L. & Finger, J. A. (1991). Family support Programs and Family Literacy. (ERIC Document Reproduction Services No.ED352144).
Driscoll, M. P. (1994). Psychology of learning for instruction. Allyn and Bacon, Boston.
Gagnѐ, E. D. (1985). Cognitive psychology of school learning. Boston, MA：Little, Brown and Company.
Goodman, K. S. (1982). Reading: A phycholinguistic guessing game. In F. V. Gollasch(Eds. ), Language and literacy. Boston ; Lonton : Routledge & Kegan Paul
Goodman, K. S. (1986). What’s Whole in Whole language? Portsmouth, N. H. : Heinemann.
Goodman, Y. M.（1996）. The root of literacy, Wilde, S.（Ed.）（1996）, Notes from kid watcher: Selected writing of Yatta M. Goodman. Portsmouth, NH: Heinemann.
Gough, P. B. (1972). One second of reading. In H. Singer, & R. B. Ruddell (Eds.), Theoretical Models and Processes of Reading, 3rd edition (pp. 661-686). Newark, Delaware: International Reading Association.
Gudakovska(1996). Student’s reading habits in Latvia. Joural of Adolescent & Adult Literacy, sep, 40(1), 64-67.
Harris, A. J., & Sipay, E. R.(1980). How to increase reading ability: A guide to developmental & remedial methods. New York: Longman.
Huang, H. S., & Hanley, J. R.(1994). Phonological awareness and visual skills and Chinese reading acquistion in first graders. Alongitudinal study in Taiwan. Bulletin of Special Education and Rehabilitation, 3, 325-342.
Kintsch, W. (1998). Comprehension: A paradiam for cognition. Boulder, SC: Cambridge University Press.
Lave, J., & Wenger, E. (1991). Situated learling: Legitimate peripheral participation. New York, NY: Cambridge University Press.
Lee, L. J.（1989）. Emergent literacy in Chinese: Print awareness of young children in
Taiwan. Unpublished doctoral dissertation, University of Arizona.
MacArthur, C., & Haynes, J. (1995). Student Assistant for Learning from Text (SALT) : A Hypermedia reading aid. Journal of Learning Disabilities, 28, 150-159.
MacGinitie(Ed.), Assessment problems in reading. Newark, DE: International Reading Association.
Michael, M., & Susan, H. (1988). Reluctant readers: The librarion’s greates challenge, The Book Report, 1/2, 18-21.
Morrow, L. M. (1983). Home and school Correlates of Early Interest in Literature. Journal of Education Research, 76, 221-230.
Morrow, L. M. ; Tracy, D. H. & Maxwell, C. M.（1995）. A Survey of Family Literacy.
International Reading Association.
Pearson, P. D., & Johnson, D. D., (1978). Teaching reading comprehension. New York: Holt, Rinehart and Winston.
Rubin, D. (1991). Diagnosis & correction in reading (2nd ed.). Boston: Allyn and Bacon. Rubin.
Rumelhart, D. E. (1977). Toward an interactive model of reading, Dornic, S. (Ed. ), Attention and performance VI. Hillsdale, N.J. : Erlbaum.
Scarborough, H. S.; Dobrich, W. & Hager, M.（1991）. Preschool ; literacy experience and later reading achievement, Journal of Learning disabilities, 24, 508-511.
Spodek, B. (1985). Teaching in early years. N. J. : Prentnuee-Hall, Inc.
Smith, F. (1971). Understanding reading. New York. : Holt, Rinehart, & inston.
Swaby, B. E. R. (1989). Diagnosis and correction of reading difficulties. Boston, MA: Allyn & Bacon.
Taylor, D. (1983). Family literacy : Yonng children learning to read and write. Exeter, NH: Heinemann Educational Books.
William, C. (1989). A study of the reading interests, habit, and attitudes of third, forth, and fifth graders: A Class action research project. (ERIC Document Reproduction Service No. ED312612).
Worthy, J., Moorman, M. & Turner, M. (1999). What Johnny likes to read is hard to find in school. Reading Research Quarterly, 34, 12-15.
柴素靜（1996）。A study of elemantary school students’ use of libraries for study and leisure reading in Taichung city, Taiwan, Republic of China. Unpubished doctral dissertation, University of Tennessee, Knoxville.