本研究以國小五年級閱讀障確學童為對象，進行後設知策略的實驗教學。主要的研究目的有二：(一)瞭解閱讀障礙學童與一般學童，在後設認知與動機信念等二個變項上，是否具有明顯差異；(二)瞭解後設認裀策略對閱讀障礙學童的教學成效。研究結果顯示： 1.一般學童的後設認知明顯優於閱讀障礙學童。 2.一般學童的動機信念明顯的較閱讀障礙學童積極。 3.就實驗組閱讀障礙學童而言，動機信念、後設認知、閱讀理解等三個變項，彼間均具有明顯的相關。 4.經由後設認知策略的教學，後設認知可做為預測實驗組閱讀障礙學童的閱讀理解表現之最主要變項。 5.後設認知策略教學對閱讀障礙學童的後設認知能力具有明顯的促進作用。 6.後設認知策略教學對閱讀障礙學童的閱讀理解能力具有明顯的促進作用。 7.即使在後設認知策略學方案中加入動機信念的指導，但對閱讀障礙學童的動機信念，仍缺乏明顯的促進作用。

　　　　　The main purpose of this study was to investigate the effectiveness of metacognitive strategies instruction on the performance of reading comprehension of this study were as follows: (1)Regular classroom students had a significantly higher score than students with reading disabilities on the performance of Metacognition Reading Measurement and Reading Motivational Beliefs Scale. (2)After receiving metacognitive strategies instruction, the experimental group of students with reading disabilities made significant gains than the control group of students with reading disabilities on the Metacognition Reading Measurement and Reading Comprehension Test in each evaluational phase immediately, two weeks, and twelve weeks after the strategies instruction. (3)Though the metaognitive strategies training program integrated the instruction of motivational beliefs, there were no significant differences between the experimental and control groups of on the Reading Motivation Belief scale in all three evaluational phases. (4)The metacognition was the main variable to explain the reading comprehension performance of the experimental group of students with reading disabilities.