本研究旨在探討不同包裹之閱讀理解策略教學對於國小六年級閱讀理解障礙學生閱讀理解能力之影響。研究以文章結構分析策略 (B) 當成基本介入策略，另外再分別與提問策略 (C) 、摘要策略 (D) 結合成閱讀理解策略教學包裹，目的在比較不同色裹之閱讀理解策略對閱讀理解障礙學生閱讀理解之影響。 本研究採用單一受試實驗研究法之多重處理設計 (multiple treatment design) ，以臺北市某國小身心障礙資源班一名六年級閱讀理解障礙學生為對象，以故事體文章為閱讀材料對學生進行閱讀理解評量，所得的資料將做視覺分析、t考驗，研究結果顯示： (一) 各階段的文章結構評量分數並沒有達到顯著差異水準，因此無法顯示哪一種閱讀包裹策略可以明顯提升受試者的文章結構能力。 (二) 各階段的提問評量分數雖有部分達到顯著差異水車，但未達到實驗複製的效果，因此無法顯示哪一種閱讀包裹策略可以明顯提升受試者的提問能力。 (三) 文章結構分析策略加上摘要策略教學對提升受試者的重點大意摘取能力顯著優於文章結構分析策略加上提問策略教學。 (四) 各階段的自由回憶內容命題評量分數雖有部分達到顯著差異水準，但未達到實驗複製的效果，因此無法顯示哪一種閱讀策略包裹可以明顯提升受試者的命題能力。 研究者並根據研究結果與限制，提出閱讀理解障礙兒童教學及未來研究方面的建議。

The purpose of this study was to explore the effects of different reading strategy interventions on the reading comprehension of one six-grade elementary school student with reading disabilities. Reading comprehension strategies adopted in this study included story grammar, question- generating, and summarizing. The multiple treatment design was adopted in this study. The scores of story grammar, question-generating, summarizing, and text propositions from free recall measured the effects of interventions. The data were analyzed using visual analysis and t statistics to test the effects of different reading strategy interventions. The major findings were summarized as follows : 1.The subject's scores on recalling story grammar did not have significant differences between different reading strategy interventions. 2.The subject's scores on question-generating did not have significant differences between different reading strategy interventions. 3. The subject's scores on summarizing showed significant differences between the stage of story grammar analysis strategy plus summarizing strategy and the stage of story grammar analysis strategy plus question-generating strategy. 4.The subject's scores on free recall proposition did not have significant differences between different reading strategy interventions. Finally, suggestions for teaching and future studies, based on the results and limits of this study were discussed.