本研究探討一組同儕討論能力較弱的小組在故事討論中的協同閱讀歷程。此小組由四位不同閱讀能力的青少年女學生組成。四次具代表性的小組討論為主要的資料來源，並以Rosenblatt(1994)的知性閱讀和感性閱讀分析，同時蒐集訪談和學生閱讀日誌，以瞭解這組學生在為期兩個月的研究中閱讀行為上可能會有的改變。研究發現學生在討論初期僅敘述故事內容，到討論後期則轉化為將故事和個人做聯結。藉由深入故事，學生體會到閱讀是將文本作為反思媒介的一個歷程，一位低成就學生的閱讀成長也為小組閱讀行為的改變提供佐證。總言之，透過分組討論學生可以成為更投入文本和反思的讀者。

This study investigated the collaborative reading process of a low-ability group in terms of discussion proficiency during their dialogue about short stories. The group consisted of 4 adolescent female students with different reading proficiency levels. The major data source was four representative discussions which were analyzed using Rosenblatt’s (1994) definition of efferent and aesthetic transactions. Interviews and students’ reading logs were also used to identify changes that might have occurred in the group’s reading behaviors across the eight-week study. The findings indicated that the participants shifted from superficial plot descriptions to making personal connections with the story. By moving toward deeper engagement with the text, the EFL learners began to experience the text as a source for reflection. Such progress could also be evidenced from one low-achieving student’s reading development. The study concludes that through group discussion, students can become more engaged and reflective readers.