本文探討結合多媒體文本的重複閱讀教學對兩名國小三年級識字困難學童的 閱讀流暢度成效，與傳統教師協助式重複閱讀教學比較。採用單一受試法的 「A-B1-M1-B2-M2」，以視覺分析及C 統計分析閱讀正確率與速度，兩種重複閱讀 教學法對兩位受試者皆能有效提升閱讀正確率，並具有保留成效，唯受試甲在結 合多媒體文本的重複閱讀教學後，因情緒問題影響，保留成效不穩定；兩種重複 閱讀教學法對閱讀速度的介入成效會因受試者的識字表現而有差異，都有保留成 效。

The purpose of the study is to explore the effects of the integration program combining repeated reading and multimedia-text on reading fluency for two third-grade students with dyslexia, and to compare with traditional repeated reading by teacher. The design of the research was single subject of “A-B1-M1-B2-M2”, and the results of reading accuracy and rate were analyzed by visual analysis and Tryon’s C Statistics. The results of the study were that: Both the repeated readings could promote reading accuracy, and also had good maintenance, only the subject A didn’t get maintenance from repeated reading combine multimedia-text for his emotions. Both the repeated readings could promote rate, about the maintenance, only the subject B got maintenance from repeated reading combine multimedia-text for his emotions.