本研究的主要目的在比較高低成就二技讀者閱讀繪本時所使用的後設認知策略的探討。六位中台灣的某私立二技三年級學生參與此研究，研究者使用訪談與錄音的方式收集資料，分析結果呈現讀者使用八種後設認知策略閱讀繪本。結果顯示在閱讀策略使用分別是默念(50%)，回想已讀段落(15%)，朗讀(10%)，和別人討論內容(5%)，翻譯成中文(5%)，重讀困惑的部分(5%)，畫底線標示困惑的部分(5%)，和做筆記(5%)。在策略的使用差異上，高成就讀者在策略形態數與總使用次數上均高於低成就讀者。本研究建議EFL 教師運用後設認知策略幫助學生閱讀繪本，此外發現普通鄉下私立技術學院也有好讀者。

The study examines the comparative differences in metacognitve strategies employed by good and poor college readers in reading picture books. Participants in this study were six junior college students in Taiwan. Data collected for this study came from student interviews. The results revealed that students used eight types of metacognitive strategies to read picture books. The eight types are silent reading (80%), recalling the lead paragraphs (50%), reading aloud (10%), discussing the context with people (5%), translating into Chinese (5%), rereading the confusing part (5%), underlining the confusing part (5%), and taking notes (5%). The study indicates that good learners utilized more types of metacognitve strategies than the poor learners. The study suggests that EFL teachers employ metacognitive strategies to help students read picture books and further concludes that there are good students in the lower-level colleges.