論文內容提要：
　　本研究主旨在探討融合閱讀與寫作教學對培養國中生英語讀寫能力的學習效益，並針對此課程是否能增加學生的字彙、閱讀、寫作能力作實驗研究。文中除了探討學生透過閱讀簡易短篇故事，學習閱讀與寫作技巧的學習效果，並針對結合英語閱讀與摘要寫作來增強學生單字習得與運用能力的態度及反應作進一步的分析。
　　本研究以台南市一所美語補習班六十三位國中一年級學生為研究對象，在五週(十堂課)的研究期間，所有受試者按照每週閱讀課程之進度，閱讀所指定的簡易短篇故事The Phantom of the Opera(歌劇魅影)，然後進行小組討論閱讀內容，在團體互動過程中，學生分享其個人對該閱讀內容的想法，並回家完成課後閱讀練習，以期能加強閱讀理解能力。所有受試者自第六堂課開始接受英語寫作教學，並按照寫作課程之進度，每次上課後，在家針對The Phantom of the Opera其中一章分別做初稿五十字、二稿七十字、三稿一百字的摘要練習，然後由老師引導，以「同儕修改作文」的方式，彼此學習寫作過程中相當重要的「修改」技巧，與和諧的同儕互動。在資料分析方面，主要針對學生在五次隨堂考試、後測、和一個月後的單字記憶測驗的表現差異加以比較及分析，並根據學生問卷上對此簡易短篇故事閱讀及寫作課程的回應做質的分析。
　　本研究的主要發現如下：
１. 簡易短篇故事閱讀及寫作課程幫助學生提升英文寫作能力，不論在內容、組織、用字、拼字、句構修辭、標點符號及大小寫都有顯著的進步。
２. 本課程中閱讀及寫作課程能有效地提升學生英文學習成效，並對其英文寫作有顯著的正面影響。
３. 閱讀與寫作的結合有助於提升學生英文寫作之能力，因閱讀不僅提供學生許多寫作題材，進而提高學生對英文寫作的信心，而且強化其閱讀與寫作之動機與興趣。
４. 簡易短篇故事閱讀及寫作課程幫助學生學會透過分組討論運用其思辨的能力及其解決問題的技巧來加強閱讀與寫作的技巧。
５. 學生喜歡閱讀本課程中所指定的簡易短篇故事，因為該作品可勾起這群青少年讀者內心世界的微妙情感，產生共鳴，並拓展其人生經驗。
根據以上研究結果，老師可以運用閱讀簡易短篇故事來提升學生的寫作能力，因為透過簡易短篇故事閱讀及摘要寫作教學，可以營造一個有意義且輕鬆愉快的英文學習環境，以提高其英文學習成效，此外老師不僅應關切學生寫作上的困難，更應善用分組討論或同儕修改作文的活動，來激發低學習成就學生的興趣。最重要的是，老師必須在寫作教學前，挑選有趣且適合學生程度的英語讀本，方可讓學生透過閱讀，有效地提升英文寫作能力。

Abstract

　This study investigates the effects of reading and writing on the L2 literacy development of junior high school students. In addition, the performance between the high-EPL group and the low-EPL group on vocabulary growth was compared in the study. Further, the student responses to reading and then writing about the selected literary text, including their attitudes toward peer-tutored writing activities, were explored and analyzed.
　The subjects in this study included 63 seventh-grade students in one English learning center in the Tainan City. A five-week study, composed of 10 eighty-minute classes, was conducted. All the subjects were requested to read the assigned text, The Phantom of the Opera, and then shared their ideas in class. From the sixth class, the beginning of writing treatment, they chose one chapter of the text, respectively writing three summary drafts in response to the selected chapter. Under the teacher’s guidance, all the subjects learned to edit peers’ drafts and respond constructively. At the final stage of writing treatment, all the subjects worked together to produce a class book. In data collection, the students’ performance on five vocabulary quizzes, a post test, and a delayed-recall test, including the student responses to the questionnaires entitled The Scale of Reading and Writing Attitudes (SORWA) were analyzed quantitatively and qualitatively. Based on the data analyses, the findings of the study were summarized as follows:
1. Although the high-EPL group outperformed the low-EPL group on the five vocabulary quizzes, the post test, and the delayed-recall test, both groups developed a similar pattern of vocabulary learning.
2. Most of the subjects enjoyed reading the selected text and were interested in writing summaries about the text because they developed personal growth through active interaction between themselves with the characters in the story.
3. Most of the subjects agreed that the integrative reading-to-writing instruction not only provided them with a helpful source for writing but improved their ability in relation to word choice, sentence structure, punctuation, and rhetorical conventions.
4. Most of the students had a rather positive attitude toward peer-editing; however, they did not wish to have more opportunities to edit peers’ drafts.
　In sum, the use of simplified short stories can be a powerful pedagogical tool to integrated reading with writing into an EFL classroom and also create a pleasant learning atmosphere. Besides, the application of pair or group discussions and peer editing is worth a try to motivate low EPL students. Most importantly, taken into consideration the successful development of L2 literacy, appropriate reading materials must be carefully selected before proceeding language instruction.

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