國立臺灣師範大學教育心理與輔導學系Sung, Y. T.Hwang, R. S.Su, Y. F.Chang, K. E.2014-12-022014-12-022003-06-28http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/40753Teachers in classroom situations usually have difficulty becoming familiar with and preparing for multiple strategies for reading instruction. Computer technology may be a potential approach to help overcome the difficulty of strategy instruction. However, most of the studies on computer-assisted reading deal with reading issues on more fundamental levels rather than higher-level text comprehension. In this study, the ASOIM (attention-selection-organization-integration-monitoring) model of text comprehension was used as a foundation to design a multi-strategy based Computer Assisted Strategies Teaching and Learning Environment (CASTLE), aiming to enhance the learner's strategy-application and text comprehension abilities. The application effects of CASTLE were empirically evaluated. 130 sixth-graders took part in an 11-week of system evaluation experiment. The results show that CASTLE helps enhance the strategy-application and text comprehension abilities of elementary students.Elementary Education Middle School Education Computers