本研究旨在探討思考地圖教學對國小六年級學習障礙學生閱讀理解能力之成效。研究採用單一受試研究法中的「跨受試多基準線設計」，對象為三位具有閱讀理解困難的學習障礙學生。教學實驗為期十週，每週二節課，共二十節課。教材涵蓋四種主要國語文體—記敘文、說明文、議論文與應用文，並結合不同類型的思考地圖進行閱讀策略教學。
研究者自編之閱讀理解選擇題測驗，評量兩大核心面向：「字義理解」與「推論理解」，並進一步細分為五項子能力：語意理解、語法分析、文意統整、推論能力與摘要重點。資料分析方法包括視覺分析、C統計、教學成效檢核表與學生回饋問卷。研究結果顯示：
一、三位受試者在接受思考地圖教學後，閱讀理解能力皆有明顯提升，且處理期與維持期皆呈現穩定趨勢，顯示該教學法具有立即性與持續性效益。
二、在五項閱讀理解子能力中，以「推論能力」與「摘要重點」進步最為顯著，顯示思考地圖中的關鍵字連結與視覺圖像有助於學生進行推理整合與掌握文章重點。
三、教學後的學生回饋指出，思考地圖有助於理解文本內容、提升學習自信與問題解決能力，顯示此教學策略具有良好的社會效度。

This study aimed to examine the effectiveness of Thinking Maps instruction in enhancing the reading comprehension abilities of sixth-grade students with learning disabilities. A single-subject research method was adopted, utilizing a multiple-baseline design across subjects. The participants were three students identified with learning disabilities and difficulties in reading comprehension. A ten-week reading instruction program was implemented, consisting of two sessions per week, totaling twenty sessions. Instructional materials included four major Chinese text genres—narrative, expository, argumentative, and practical writing—each integrated with different types of Thinking Maps as reading strategies.
The researcher-developed multiple-choice reading comprehension assessments evaluated two core domains: lexical comprehension and inferential comprehension, further subdivided into five sub-skills: semantic understanding, syntactic analysis, text integration, inferential reasoning, and summarization.Data were analyzed through visual analysis, C-statistics, performance checklists, and student feedback questionnaires. The results revealed that:
1. All three participants demonstrated notable improvement in reading comprehension after the Thinking Maps instruction. Both the intervention and maintenance phases showed stable trends, indicating the teaching had both immediate and sustained effects.
2. Among the five reading comprehension sub-skills, the most significant progress was observed in inferential reasoning and summarization, suggesting that the keyword connections and visual representations in Thinking Maps supported higher-order thinking and main idea identification.
3. Post-instruction feedback indicated that students perceived Thinking Maps as helpful for understanding textual content, boosting their confidence, and improving problem-solving skills. These findings support the positive social validity of this instructional approach.