根據「閱讀簡單觀點」（Simple View of Reading），「識字」和「理解」是影響 閱讀的二項關鍵成份。國小學生識字能力低落的現象，許多教師會歸咎於學校位 處偏遠和家庭社經地位低落等結構性問題。本研究選取高屏地區三種不同類型的 5 所國民小學（3 所「偏遠學校」、1 所「非偏遠學校」、1 所「偏遠閱讀教學學校」）， 以電腦化識字測驗對406 位一至四年級國小學童進行識字量檢測。研究結果發 現：（1）在二、四年級部份，「偏遠閱讀教學學校」的學生識字量表現顯著優於 「偏遠學校」；（2）在二年級部份，「偏遠閱讀教學學校」的識字量表現顯著優於 「非偏遠學校」，在一、三、四年級則與「非偏遠學校」沒有差異；（3）除了「偏 遠學校」的三、四年級的識字量表現沒有差異之外，各類學校的各年級識字量皆 呈現顯著差異，年級越高，識字量越多。整體而言，學校位處偏遠並非是造成學 生識字量落後的主因，相反地，推動閱讀教學方案，可能會使偏遠地區學童在識 字表現上仍不亞於「非偏遠學校」之學童。最後，根據本研究所得之結論提出相 關後續研究與教學實務之建議。

According to the Simple View of Reading, "decoding" and "comprehension" are two key components that affect the reading. The phenomenon of low character sizes for elementary school students that many teachers blamed as the structural problems like schools located in remote and low social economical status. This research selected five elementary schools that had three types form Kaohsiung and Pingtung area （three rural schools, an urban school , and a rural reading instruction school）. Using a computerized literacy tests to estimate the number of Chinese character sizes for 406 elementary school students from grade 1 to 4.Results showed that：（1） Chinese character sizes of rural reading instruction school students are significantly higher than rural schools' students in grade 2 and 4; （2） Chinese character sizes of rural reading instruction school students are significantly higher than urban school students in grade 2, but there is no difference in grade 1, 3, or 4; （3） Except rural school's students in grade 3 and 4 have no significant difference in character sizes, other types schools all have significant difference in character sizes in every one grade. The grade higher, the character sizes higher. Generally speaking, Schools located in remote is not the main reason for the students have low character sizes, on the contrary, the character sizes of rural school students may not lower than urban school students by using the program of reading teaching, even higher than urban school students. Finally, based on the research results, some suggestions for future research and teaching practice were proposed.