本研究係探討自我教導問-答閱讀策略對國中輕度智能障礙學生閱讀理解的效果。 所使用的實驗設計方法為準實驗研究中的控制組未處理，前後測不同的設計。樣本人數計有 三十三人，分實驗組、提示組和控制組三組。實驗研究共計進行十二週，其中四週為評量， 八週為實驗教學。實驗組於每一週各以一篇研究者自編之閱讀測驗為教材進行教學。對於提 示組是以提示的方式告知其作答方法， 並無實際練習自我教導問 - 答法，而控制組則未進 行任何實驗教學。在實驗組接受實驗教學後的第一天，第二天，第二週和第四週分別對三組 受試者進行評量。本研究以智商、前測為共變項，立即後測和保留後測為依變項，組別為自 變項進行統計分析。此外，並對實驗組進行學習態度的調查，以了解其在接受此種策略之後 的看法及想法。研究結果指出，實驗組的得分比提示組和控制組高且達統計顯著水準，同時 實驗組的受試者亦表示此種學習策略對其閱讀理解有所幫助。

　　　　　The purposes of this study were to investigate the effects of reading comprehension for the mildly retarded in junior high school under the use of self-instructed question-answering strategy. Thirty three students particpated in this study and they were divided into three groups: experimental, neutral and control. The untreated control group design with proxy pretest meausres was used. Students in experimental group received the instruction of the self-insturcted question-answering reading stratedy for eight weeks. In neutral group, the subjects were told the self-instructed question-answering strategy, but without active rehearsal, while the control group did not receive any specific instuction. All groups were tested with reading tests one day, two day, one week and two weeks right after the experiment. A questionaire was also administerted to the experimental group to understand how they liked such kind of reading strategy. The results indicated that the experimental group had significantly higher scores than the neutral as well as control groups in four reading tests. They also expressed that the instruction of self-instructed question-answering reading strategy was helpful for their study and wished to have more oppurtinities to learn similar learing strategies in the future.