本研究以「兒童讀書會」進行閱讀教學行動研究。研究者請三年級導師推薦學業低成就學生，待學生升上四年級時，以「促進國際閱讀素養研究」（PIRLS）文本，及〈識字量評估測驗〉（國字測驗）和〈國民小學四年級閱讀理解測驗(A)〉成績為依據，選出本校四年級7名弱勢、閱讀低成就的學生，進行二階段計約半年的行動研究後，實施後測〈國民小學四年級閱讀理解測驗(B)〉，檢視是否提升成員的閱讀理解能力。本研究透過參與觀察、訪談、文件分析等方式蒐集資料並檢視教學與學生學習成效。研究結論為：學習低成就與閱讀理解能力低落息息相關；學習閱讀理解策略有助於提升閱讀理解能力；閱讀理解策略搭配廣泛閱讀，成效相得益彰；補救教學密集且長期實施，成效較佳；發掘學生多元智能，激發學生學習動機，發揮潛能。本研究對校長與教師、家長，提出推動閱讀教育的建議，亦對未來之研究提供意見。

This study is an action research on reading comprehension instruction; the participants were engaged in a ‘children's book club'. The book club consisted of 7 academically disadvantaged reading underachievers who were entering the fourth-grade as the study started. They were among the low achievers identified by their third-grade class teacher, and were further selected based on their scores in the ＂Vocabulary Size Test＂ (Chinese characters test) and ＂Elementary School Fourth-grade Reading Comprehension Test (A)＂. Reading materials from the Progress in International Reading Literacy Study (PIRLS) were also used to help identify the reading underachievers. After the members of the book club went through this action research, which was divided into two stages over a period of six months, they took the ＂Elementary School Fourth-grade Reading Comprehension Test (B)＂ as a post-test in order to see whether or not they had made any progress in their reading comprehension abilities. This study collected data through participatory observation, interviews, and document analysis; in addition, it examined the effectiveness of teaching and student learning. The research results indicated that low academic achievement is closely related to low reading comprehension ability, and that students' learning of reading comprehension strategies is helpful toward enhancing their reading comprehension abilities. Moreover, increased effects were noticed when reading comprehension strategies worked hand in hand with reading widely. It was also noted that extensive and long term remedial instruction leads to better results. It is important to discover students' multiple intelligence, and to develop their learning motivation and potential. According to the research results, this study provides some recommendations for school principals, teachers, and parents to promote reading education. It also offers suggestions for future research studies.