本研究為一三年期研究計畫的第三年結果。第一年的研究目的為探討國小中文讀寫障學生在普通班國語課之學習行為特徵，第二年的研究目的為發展出讀寫障礙學生的國語課學習特徵檢核表。第三年研究目的則是延續前年研究發展之工具和相同研究對象，透過普通班教室情境的觀察檢核後，針對一位讀寫障礙學生的學習行為問題，作有效學習策略介入之實驗研究。 本研究係採單一受試多重處理實驗設計，研究目的為縮短研究對象對目標行為的反應延宕時間，此目標行為指讀寫障礙學生普通班學習情境中，所常出現的無法遵循老師娛些教學指令，或是延遲反應時間等問題，這些學習行為問題正是造成其學習失敗的因素之一。本研究的有效學習策略實驗介入有二種。一為訓練普通班教師對研究對象提供特定之學習指引：二是對研究對象本身實施「自我督導」能力訓練。研究結果發現，由普通班教師提供特定的教學指引介入策略，對研究對象的遵循教師指令之增加正確反應比率和減少延宕時間成效最好；而自我督導能力有訓練的效果，可能受限於訓練時間不足和研究對象年齡尚小，而未能達到預期之正向成效。研究最後針對研究過程和結果，提出三點建議以供相關教育工作者之參考。

　　　　　This study is the third year research of three years project. The goal of the first year was to find the characteristics of learning behavior the Chinese class for the students with reading and handwriting disabilities. The second year's goal was to develop the checklist of learning behaviors for Children with Chinese reading and handwriting disabilities. The goal of this third year is to explore the interventional effect of an experiment with learning strategies in the regular classroom. The third year used the checklist which was developed in the second year, and the participants were the same as the first and second years. A single-subject multiple treatment design was used to measure the effect of the intervention. The researcher aimed to shorted the student's reaction time toward teacher's specific oral instructions during Chinese class. Two kinds of strategy, namely 'self-monitoring' and 'direct assistance', were included in the experiment. Results of the study indicated that the latter strategies were more effective in terms both of the decrease of reaction time and the increase of complying index toward teacher's oral instruction. Based on the obtained results, the researcher provided suggestions for teachers and future researchers.