本研究旨在探討兩種文章結構 －「匯集式」及「對比式」， 對於國中生閱讀策略使用之影響。四個高閱讀能力及四個低閱讀能力的國中生閱讀一篇改編成「匯集式」及「對比式」兩種結構的文章，文章主要是關於動物行為的描寫，就文法結構及字數而言亦屬中等難度。
學生必須在閱讀過程中說出他們的思考內容，閱讀後作一份理解測驗及問卷，問卷的主要目的在於了解學生知道幾種閱讀策略。
研究結果發現如下：
一、當沒遇到困難時，不管閱讀哪種結構的學生都傾向於使用「翻譯」的
閱讀策略。
二、當遇到困難時，高閱讀能力生會使用各種不同的閱讀策略去克服；而
低閱讀能力生則傾向於使用「跳過」及「問題」兩種閱讀策略。
三、由於「匯集式」結構較為「鬆散」，學生閱讀時遇到較多的困難，導
致於高閱讀能力生會用各種不同的策略去了解每個字的意義；而低
閱讀能力生只會將困難的部份跳過，不去解決。
四、兩組學生所知道的「閱讀策略」種類一樣多，但高閱讀能力生較能將其應用於實際閱讀過程中，而低閱讀能力生由於語言能力的關係，較無法將其所知悉的閱讀策略有效運用。

The purpose of the present study is to investigate the influence of two expository text structures-collection of description and compare/contrast on EFL learners' strategy use during reading. Four proficient and four less proficient third year junior high school students were asked to read two passages written in two different structures---collection of description and compare/contrast--- about animal behavior. The two passages were controlled for syntactic structures, word number and difficulty level. The participants were required to verbalize their on-going thoughts while reading the passages. Post the think-aloud, the participants also took a comprehension test and answered a questionnaire designed to tap their awareness of different strategies. An analysis of the think-aloud protocols, comprehension scores, and the questionnaires reveals that regardless of structure types, the most frequently used strategy for both groups when they did not encounter difficulty was translating. When experiencing difficulty, more proficient readers used a variety of strategies to cope with their problems, whereas less proficient readers used avoidance (skipping unknown words) and questioning most frequently. With respect to structure effects, the structure of collection appeared to pose more difficulty to both groups due to its "loose" structure, rendering them more bounded by individual words. As a result, proficient readers, when experiencing problems in reading the passage of collection structure, resorted to a variety of strategies to cope with word meanings. On the other hand, less proficient readers, when encountering problems in reading the passage of collection structure, tended to skip the unknown words and ignore the problem. Both groups of readers were aware of equal numbers of strategy types, but more proficient readers were able to utilize more types of strategies during the actual reading situation. Less proficient readers, on the other hand, were unable to utilize the strategies of which they were aware due to the inhibiting effect of limited language competence on strategy use.

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