本研究的目的是探究自我解釋活動以及自我解釋策略教學對於國小六年級學童閱讀理解的影響。本研究採用準實驗設計，透過進行自我解釋活動與否、以及接受自我解釋策略教學與否，建構三種不同的實驗情境，以桃園縣某國小150名六年級學童為研究對象，並以學童閱讀科學性說明文後，其閱讀理解分數為分析的依據。研究結果顯示：(1)有進行自我解釋活動組的學生，其閱讀理解表現顯著高於無進行自我解釋活動組的學生；(2)接受自我解釋策略教學組的學生，其閱讀理解表現與沒有接受教學組的學生之間無顯著差異。因此，本研究驗證了進行自我解釋活動在閱讀理解上之效益，然而獲益的關鍵不在於是否經過教學訓練，而是學習者能透過自我解釋與材料進行互動。

The aim of this study is to investigate the effects of self-explanation reading training (SERT) and the generation of self-explanations in comprehension work carried out on an expository text by 150 sixth-grade students. The participants were divided into three categories: (1) students who had received self-explanation training and were asked to generate self-explanations while reading; (2) students who did not receive self-explanation training but were asked to generate self-explanations while reading; and (3) students who did not receive self-explanation training and were not asked to generate self-explanations while reading. The analysis of students’ reading comprehension revealed that those who were asked to generate self-explanations while reading exhibited a better understanding of the text in the posttest than pre-test. However, when the performance of students who received self-explanation training is compared with those who did not, but who were still asked to generate self-explanations, there appears to be no advantage, in terms of comprehension, for the former. The results of this study indicate that the process of generating self-explanations enables students, regardless of whether they have been trained to produce good self-explanations or not, is important in terms of actively interacting with the reading materials.