本研究的主要目的是探討英文程度好跟程度差的國中學生在閱讀認知上是否有所不同。同時也要看不同年級的中學生閱讀認知是否不同，以及中學生在本國語與外國語的閱讀策略使用上是否有差異。研究對象為台北東區一所國中一班20位二年級的學生及一班20位三年級的學生。每個年級的學生有一半是英文程度好的，一半英文程度差的。資料的蒐集以訪談方式取得。
本研究的主要發現為：
(1) 這些學生在閱讀中文方面傾向於整體或由上而下的策略，而且他們似乎在閱讀中文文章時比較能忍受語意的不確定。相反的，在讀英文方面，因為他們對自己的閱讀能力比較沒有自信，所以他們比較傾向於依賴局部的閱讀策略。
(2) 高年級和程度比較好的學生顯示比較知道後設認知技巧。程度較低的學生比較依賴由下往上的策略來閱讀，而程度比較好的學生，尤其是程度較好的國三生，傾向於同時使用圖表及上下文的策略閱讀。
(3) 在讀中文和英文遇到問題時，學生傾向於問別人或查字典。
(4) 練習是這些學生常用的策略。他們相信重複閱讀，背誦，或寫大綱會有助於理解，幫助背文章，和讓閱讀快又有效率。
根據本研究的發現，研究者提供一些閱讀教學上的建議：除此之外，研究結果顯示有必要提昇學生的自信因為他們傾向低估自己的英文閱讀能力。為了要幫助他們，教他們如何學習單字及如何有效的使用字典是有必要的。老師應該幫助學生增進使用整體策略的能力，像用標題、圖片、或圖表來預測文章內容，或是用略讀來了解文章大意。再者，老師必須具備跟閱讀過程有關的相關知識，然後幫助學生提昇他們對閱讀過程及閱讀策略的認知。

The main purpose of the study was to explore whether high-proficient students differed from low-proficient students in their reading awareness. This study was also designed to see if younger and older students had different perceptions in reading and whether there was any discrepancy between native language and foreign language reading strategy use. The subjects involved were twenty Junior Two and twenty Junior Three students from two classes in a junior high school in the eastern district of Taipei city. Half of the subjects in each grade were considered proficient in English, and the other half were not proficient in English. The data was collected through interviews.
The major findings of the study were:
(1) These subjects' perceptions about reading in Chinese tended to be global or top-down and they seemed to be more tolerant of ambiguity in reading Chinese texts. In contrast, when reading in English, they had less confidence about their reading abilities, so they tended to rely on local strategies.
(2) Older and more proficient readers showed more awareness of their metacognitive skills. Low-proficient readers appeared to rely on bottom-up strategies for processing information in a text, while high-proficient readers, especially high-proficient Junior Three readers, tended to use interactive strategies of relying on both graphic and contextual information in reading.
(3) The participants in this study tended to turn to other people or resort to a dictionary when encountering problematic parts in reading both in L1 and L2.
(4) Practice was a common strategy for these students. They believed re-reading, reciting, or writing an outline would aid comprehension, facilitate the remembering of the content, and make reading fast and effective.
Based on the main findings of the study, some pedagogical implications are provided for EFL teachers: v
First, the results of the study suggested a need to enhance readers' self-esteem because they tended to underestimate their reading abilities in English. To accomplish this, instruction in vocabulary learning would be essential and teachers need to increase students' efficiency in the meaningful use of a dictionary.
Second, teachers should help students improve their competence in global strategies, like using topics, pictures, or illustrations to predict the content of the article or skim to understand the overall meaning of a text.
Third, teachers need to have the knowledge of components and management of the internal process in reading and then help students enhance their metacognitive awareness of the nature of the reading processes and reading strategies.

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