本研究利用RCTC、TIWM 和中華國語文能力測驗進行量化研究，發現個案學生的細胞相關課程閱讀理解能力和國語文能力、細胞相關概念的獲得都呈現顯著的正相關。學生由閱讀文章而獲得的細胞相關概念主要有：解剖顯微鏡可看到立體構造，影像和實物是相同方向的；依據生物特徵將生物分為原核生物、原生生物、菌物界、植物界和動物界，原核生物包含細菌和藍綠藻，多數細菌扮演分解者的角色，原生生物包括藻類、原生動物和原生菌類，扮演生產者、消費者和分解者的角色。 綜合課室觀察和學生訪談，發現學生閱讀文章時習慣於囫圇吞棗，並沒有真正的理解，只是尋找一些相關的語詞在回答問題；並習慣將科學詞彙和該字的字面意義產生聯想，或以日常生活經驗在解釋科學詞彙。學生的另有概念不容易改變，雖然從閱讀文章而理解文字說明的意涵，但仍堅持自己的另有概念是對的，中低分群學生對於科學文章的邏輯推理和分析預測能力不佳，習慣把複雜概念化約成簡單概念。本研究並根據這些發現，建議科學教師使用一些具體可行的閱讀教學策略：引導閱讀框架策略、文章可讀性的判斷標準和科學閱讀的交互建構模式。

This study used RCTC, TIWM and the Chinese language ability test to conduct the quantifiable research; data analysis showed that significant correlations were found between the student's cell-related reading comprehension and the Chinese language ability and between the cell-related concepts. The students read texts to obtain the cell-related concepts which included: (a) the three-dimensional structure could be observed by the dissecting microscope; (b)the image and the material object were the same direction; (c)based on the biological characteristic, the biology could be divided into Monera, Protista, Fungi, Plantae and Animalia; (d)Monera contains the bacterium and the cyanobacterium, and most bacteria act as disintegrators; and (e)the protist like the algae, the protozoon, and the primary fungus, acts as the producer, the consumer, and the disintegrator role. The qualitative research method included classroom observations and students' interview. The result indicated that the students were used to read without thinking so that they didn’t really understand but only seeked some related words to answer the question; they were also used to associate the scientific glossary with meanings of words, or explanate scientific glossary based on daily life experience. The students’ alternative conceptions weren’t easy to change. Although they comprehended the writing explained by reading text, they still persisted their alternative conceptions were right. The low and middle score group students were not good at logical inferences and analytical predictions regarding the scientific text; they were used to simplify complex concepts into simple concepts. According to these discoveries, this study suggested that the scientific teacher should use some feasible read teaching strategy, like guided-reading block strategy, judging the readability of text, and science reading interactive-constructive model.