本研究旨在探討實施課後引導式閱讀策略融入網路讀書會教學對五年級學生的閱讀動機、閱讀行為及閱讀理解能力表現之成效。研究對象為臺北縣某國小五年級兩個班級學生，研究設計採等組前後測準實驗研究，將參與研究的兩個班級隨機分派一班為「實驗組」33位學生、另一班為「控制組」33位學生。資料處理主要以共變數分析來了解實驗組與控制組前、後測差異之顯著性。 主要研究結果如下： 一、就閱讀動機的表現而言，實驗組經引導式閱讀策略融入網路讀書會輔助，在後測立即表現的平均分數上有比前測提升，但經單因子共變數分析，實驗組與控制組之比較是不顯著的。 二、就閱讀行為的表現而言，經單因子共變數分析，有無課後引導式閱讀策略融入網路讀書會輔助對「後測行為」表現有顯著影響。 三、就閱讀理解能力的表現而言，經單因子共變數分析，實驗組在「後測閱讀理解測驗成績」有顯著影響。且實驗組在文章結構策略類型題目答對率由74.06%提升到80.60%；摘要策略類型題目的答對率由60.60%提升到79.55%；推論策略類型題目的答對率由46.62% 提升到68.67%。 The purpose of the study was to examine the effects of Guided Reading Strategy into the online reading club on reading motivation, reading behavior and reading comprehension for the 5th Graders.A quasi-experimental design was used in this study. The fifth-grade students of an elementary school in Taipei County were experimental objects, including 33 students of an experiment group and 33 students of a control group. Analysis of variance （ANOVA）was used to detect significant difference between two groups. The result of the study were: In the aspect of reading motivation, there was no significant difference between the experimental group and the control group. But the experimental group is auxiliary after the guidance online reading club, before measured displays immediately in the average score has the ratio to measure the promotion. The result of the independent one-way analysis of covariance showed that reading behavior has a significant effect on reading behavior performance. The experimental group in the "post-test reading comprehension tests "has a significant effect. It from 74.06% promotes in article structure strategy type topic responding rate to 80.60%; The abstract strategy type topic responds rate from 60.60% promotes to 79.55%; The inference strategy type topic responds rate from 46.62% promotes to 68.67%.
