本研究旨在探討 「因果結構教學」對國小二年級學童在說明文閱讀理解表徵的增進效果。研究方法採準實驗研究法之不等組前後測實驗設計，以桃園市某國小之二年級學生為研究對象，其中實驗組一班共25位學生，接受十週的因果結構說明文教學，由實驗者運用彈性課時間，每週兩次教導學生運用文體結構策略(線索詞、因果句分析、圖形組織、通用問句)進行說明文閱讀；另有控制組一班共26位學生，由原班教師以同樣時間進行自由閱讀、討論或書寫閱讀心得學習單。在實驗程序上，兩組學生都接受「中文年級認字量表」及「自編閱讀理解測驗」為前測，接著在實驗教學後兩組學生都接受「自編閱讀理解測驗」的立即後測與延宕後測。
資料分析皆以混合線性模型(linear mixed model, LMM)檢視在實驗組與控制組是否有組別差異、 實驗組是否有教學效果、閱讀能力、因果結構說明文教學、閱讀理解表現是否有交互作用存在?
研究結果顯示 :
一、因果結構說明文教學能增進國小二年學童之結果理解表徵。
二、閱讀能力與因果結構說明文教學在國小二年級學童整體閱讀理解表現無交
互作用情形。
三、因果結構說明文教學能提升國小二年級學童因果策略題的表現。
最後，根據本研究的研究結果及結論，提出教學及未來研究的建議。

The purpose of this study is to evaluate the effectiveness of the causal structure instruction for second graders on reading comprehension of expository texts. An experiment designed with pre-test and post-test non-equivalent control group is conducted in this study. Two intact classes were recruited from second grade in an elementary school of Taoyuan City. Among them, twenty-five students are designed as the experiment group which was administered the causal structure instruction emphasizing clue words, generic questions, graphic organizers and close analysis strategies by the researcher for ten weeks, two periods a week in Alternative Learning Periods. There were twenty-three students in the control group in which regular reading teaching such as offering students book reports worksheets in their book disscution or free voluntary reading time without text structure training embedded were conducted. Students in the experiment group and the control group were all administered pre-test which consiisted of“Chinese Character Recognition Test” and “Reading Comprehension Test”. Ten weeks later, students in two groups all take “Reading Comprehension Test” created by researcher in the immediate post-test and delayed posttest.
Linear mixed model (LMM) were used to analyze the data in order to estimated group differences, experimental effects, and interaction effect of reading ability, causal structure instruction, and reading comprehension.
The major findings of this study were as the following:
1.The causal structure instruction facilitated the second graders’ reading comprehension.
2.The interaction of reading ability, causal structul instruction, and reading comprehension is not significant.
3.The causal structure instruction could elevate second graders’ performance on causal strategy questions.
Based on the conclusion, suggestions to teachers and future research were proposed in this thesis.

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