語言及文字為人類溝通的主要媒介，而閱讀則是學習的重要工具。學生多習慣圖畫式書籍閱讀,在閱讀以文字為主的文章較不感興趣,且當學生在閱讀需要讀者進一步去詮釋文字背後意涵的文本時，常因缺乏適切的閱讀理解策略而導致無法理解文章的困境。基於此，本研究擬教導學生DRTA閱讀理解策略，期望藉由引導學生採用預測、閱讀和查證等技巧，以提升學生的閱讀理解能力。研究者進行兩階段共八周的行動研究，以新北市某國小四年級26名學生為研究對象，採用「故事體」及「說明文」兩種文體為核心設計閱讀教材及融入DRTA閱讀理解策略與教學過程中。本研究以觀察、訪談等質性資料，輔以中文閱讀理解測驗之量化來分析該策略對於學生閱讀理解過程之影響。研究結果指出:（一）DRTA教學「預測」部份，為學生較感困難卻較有學習興趣之活動。（二）多數學童喜歡合作學習的方式（三）學童對閱讀文本積極期待（四）DRTA教學讓學生更樂意於閱讀過程進行主動思考與分享。（五）DRTA教學「查證」部份，可持續學生閱讀專注力。（六）參與DRTA閱讀理解課程，能提升學童的閱讀理解能力。 Languages are major media for human communication, while reading is the important tool for study. Most students prefer reading the books with illustration, but are less interested in at the books mainly with texts. Moreover, when the students read the article which requires the readers to further interpret the connotation behinds the texts, they may lack the adequate DRTA and fail to understand the article. In view of this, the study aims to instruct the students with DRTA and directs them to use the prediction, reading and validation skills, expecting to improve their reading comprehension ability. An action research was conducted for eight weeks and twenty-six 4th grade students from an elementary school were recruited. The instructional materials for the reading lessons of narrative and expositive texts were developed in accordance with the DRTA strategy. The qualitative data collected via observation and interview methods and students’ reading comprehension competency were analyzed. Six critical findings were obtained. 1. The prediction strategy of DRTA is the one that students felt difficult but interested in. 2. Most students preferred cooperative work. 3. Students actively looked forward to reading texts. 4. Students were more motivated in thinking and sharing proactively during reading texts while engaged in the DRTA teaching. 5. The validation strategy of DRTA teaching enhances students’ concentration on reading. 6. Participating DRTA reading comprehension courses can enhance students’ reading comprehension.