影響閱讀理解的因素大致可以從兩方面來看，一是讀者方面的因素，另一是文章方面的因素。讀者方面的因素包括：讀者的認字能力、對句法的掌握、推論能力、對文章主題所具備的先備知識或先備經驗、工作記憶能力、後設認知能力、閱讀動機與其他情意因素。文章方面的因素則包括：文章中遣詞用字的難度、文章內容的連貫性、及文體結構。此外，學習風格亦影響學生的學習方式與成效；學習風格代表個體的人格與心理特徵，這些特徵足以影響個體知覺、記憶、思考和問題解決等心智活動。本文研究對象來自馬來西亞，至台就讀「海外青年技術訓練班」之僑生。首先以「學習風格量表」，篩檢出三組不同學習風格的學生，再進行「華語文閱讀理解測驗」、「華語文閱讀學習歷程與習慣問卷調查」，所得資料再進行相關考驗與變異數分析，主要在瞭解不同學習風格之馬來西亞海外青年技術訓練班學生，在華語文閱讀理解之表現，再針對不同學習風格類型提出適當之華語文教學策略。研究結果顯示，海外青年技術訓練班學生華語文閱讀理解測驗結果，多集中於中高及中等閱讀理解能力，其學習風格傾向於視覺型，較喜歡圖型、展示及其他視覺媒體。整體考驗結果發現，不同學習風格之海青班學生，其華語文閱讀理解能力有所不同，亦即華語文閱讀理解能力會因學習風格之不同而有所差異。

Two factors, generally, affect reading comprehension: one is the reader and the other, the text. The former includes a reader's ability of recognizing characters, command of syntax, interference, existing knowledge or experience about text's subject, working memory, meta-recognition ability, motivation, and other emotional features. The latter ranges among level of vocabulary, coherence of contents, and structure. More than these, a student's learning style also shapes his or her way of learning and outcome. The learning style is the sum of an individual's personality and mental character, all of them together will influence one‟s intellectual activities such as perception, memory, thought, and problem-solving. This study chooses overseas students in the 'Technical Class for Overseas Youth'‟ from Malaysia as its subjects. The students, firstly, are divided into three groups according to the measure of 'learning style scale'‟, the test of Chinese reading comprehension and a survey of their processes and habits of Chinese reading are taken subsequently. The relevant tests and analyses of variance are done to the data thus generated. It is mainly to understand the performance of these Malaysian students of different learning styles in Chinese reading comprehension and to propose proper teaching and learning strategies for them. The results show that the reading comprehensions of most of these students are at middle-high or middle level; their styles are visual-oriented, preferring shapes, demonstrative and other visual means. The overall findings are that their reading comprehensions are varied and are affected by their styles. It means that the reading comprehension will change with learning style.