本研究旨在探討故事結構教學對國中聽覺障礙學生閱讀理解能力之學習成效。研究對象以台北縣某國中三位聽覺障礙學生，研究方法以單一受試設計之跨受試多探試設計，自變項為故事結構教學策略，係只結合故事地圖的教學策略。依變項為基本閱讀理解測驗與故事重述評量。研究期間每位受試依序接受基線期、處理期以及維持期等實驗教學之進行。資料蒐集方式為研究者在學生閱讀故事後，請學生完成基本閱讀理解測驗與故事重述評量，以故事重述測驗的評量以書寫及口頭方式紀錄整理重述之總字數與故事的完整性，並以評估故事結構教學之成效。研究結果依所蒐集受試者的資料點分別繪製成曲線圖，並分析列成階段內視覺分析結果摘要表，另由階段內分析摘要表整理出相鄰階段間變化分析摘要表進行分析。歸納本研究結果如下：
一、故事結構教學的介入對三位受試者在基本閱讀理解測驗的表現皆有立即提升效果。
二、故事結構教學對三位受試者在基本閱讀理解測驗之表現皆有保留效果。
三、故事結構教學對三位受試者在故事重述的表現有立即提升效果。
四、三位受試在六個故事要素中，尤以「主角與次要主角名稱」、「情境」、「故事結局」、「故事經過」和「故事結局」五個要素的表現穩定，但在「心理反應」要素的表現在維持期階段比現不穩定。但整體而言故事結構教學對三位受試者在故事重述的測驗結果皆有保留效果。
五、經故事結構教學後，三位受試者在故事重述測驗總分以及故事重述總字數皆有提升效果。

The purpose of this study was to investigate the effects of the Story Structure Instruction on the reading comprehension of 3 junior high school students with hearing disabilities.
The multiple probe design across subjects of single subject research was adopted to evaluated the effects. The direct instruction of a story map was the independent variable, and the changes of basic reading test and story retell test were the dependent variables.
Results indicated an immediate increase on the reading comprehension performances by all the three students from baseline to independent phase condition of the intervention. The effects of the maintenance were also observed in this study. In addition, on story retell measures, results demonstrated the scores of the test and the total number of words were increased.

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