The purpose of this study is to explore the influence of reciprocal teaching on the reading comprehension ability and reading motivation of lower grade elementary school students; futhermore, this study attempts to understand the students' response toward the curriculum and offers specific recommendations based on the findings.This study employed quaised-experimental method of nonequivalent pretest-posttest control group design. Participants were second graders in the elementary school. The experimental curriculum had lasted for eighteen classes within six weeks. ”Reading Comprehension Test” and ”Reading Motivation Questionnaire” were used as instrument to collect data. One-way Analysis of Covariance (ANCOVA) was used to analyze the difference of score in ”Reading Comprehension Test” and ”Reading Motivation Questionnaire”. After the program, ”Reading Curriculum Reward Form” was analyzed to know the thoughts of experimental group for reciprocal teaching curriculum.The followings were the conclusions of this study:1. The reading comprehension ability of the students of experimental group was significantly outperformed than the control group.2. The reading motivation of the students of experimental group was significantly higher than the control group.3. Students in the experimental group responded positively and affirmatively to the experimental curriculum, with great satisfaction.