本研究的目的在於以平衡閱讀相關理論為基礎，設計「國中英語平衡閱讀教學活動」，藉此探討平衡閱讀教學法對國中英語學習者閱讀理解能力、閱讀保留與閱讀態度之效益。

本研究對象為台南縣某國中四個班級共128位七年級學生，其中兩個班級共64位實驗組學生實施平衡閱讀教學法，另外兩個班級64位控制組學生接受傳統教學法。研究過程為期十八週，所有參與者需閱讀三個英語電子繪本故事，一個故事為期四個星期，每週一堂四十五分鐘的教學。以前測、後測與延遲後測的英語閱讀測驗、閱讀態度問卷及平衡閱讀教學活動問卷做為量化資料的收集與分析。受試者的英語閱讀測驗成績與閱讀態度問卷以單因子共變數分析(one-way ANCOVA)得知學習者英語閱讀能力、閱讀保留及閱讀態度之差異。平衡閱讀教學活動問卷以敘述統計分析實驗組學生對於平衡閱讀教學活動的看法。

本研究結果摘述如下：
1.平衡閱讀教學活動有助於增進學習者的英語閱讀理解力，特別是在音韻分析、單字習得與閱讀能力的表現上。
2.平衡閱讀教學活動對於保留學習者的英語閱讀理解力有所助益，特別是在單字習得方面。
3.平衡閱讀教學活動對於學習者的英語閱讀態度有所增進，特別是在英語閱讀情感與英語閱讀認知方面。

根據上述研究結果，本研究建議國中教師可利用社團活動時間進行平衡閱讀教學活動，一方面可以減低英語教師對於正規課程進度上的壓力，另一方面也有助於增進學習者的英語閱讀理解力與英語閱讀態度。此外，本研究也提出平衡閱讀教學法於國中英語閱讀課程教學上的運用及未來研究的建議。

The purpose of the study aims to design an “English program of balanced reading instruction in junior high school” based on its relevant theories and examine the effects of balanced reading instruction on EFL junior high learners’ reading comprehension, retention of reading comprehension and reading attitudes.

One hundred and twenty-eight participants were recruited from the researcher’s four intact English classes at a public junior high school in Tainan County, Taiwan. Sixty-four students from two classes as the experimental group received balanced reading instruction, while sixty-four learners from the other two classes as the control group received the traditional teaching method. The whole intervention lasted for eighteen weeks. Three electronic picture stories were used with the students in the experimental and control groups, and each story was adopted for four class periods, one forty-five minute class period per week. Quantitative data were collected from a pre-test, a post-test, and a delayed-recall test of reading comprehension, reading attitude questionnaire and the questionnaire about balanced reading instruction (Q-BRI). The results of the learners’ reading comprehension tests and reading attitude questionnaires were analyzed by one-way ANCOVA in order to investigate the effects of their reading comprehension abilities, reading retention and reading attitudes. As for Q-BRI, the results would be analyzed by descriptive statistics in order to obtain the students’ opinions related to balanced reading instruction in the experimental group.

The major findings in the present study are summarized as follows:
1.Balanced reading instruction was beneficial for the learners and enhanced their reading comprehension, especially with regard to their phonemic analysis, vocabulary, and reading ability.
2.The BRI project assisted the students in retaining improved reading comprehension, particularly related to vocabulary.
3.The students significantly enhanced their reading attitudes through the use of BRI, mainly in terms of their reading feelings and reading beliefs.

Based on the findings outlined above, it is strongly recommended that junior high instructors should implement BRI in an after-school English club setting. On one hand, teachers can reduce their stress pertaining to following schedules. On the other hand, it is beneficial for students to enhance their reading comprehension and reading attitudes. In addition, the conclusion of this work offers pedagogical implications related to applying balanced reading instruction to the English reading program in junior high school and the suggestions for future studies.

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