本研究採用準實驗設計，以國小二、三年級的學生為研究對象，探討普通班教師在一般國語課程中以RTI理念融入多媒體閱讀理解教材設計，是否能有效提升閱讀低成就學生之表現。比較一般生和閱讀低成就學生前、後測之表現，可發現使用多媒體閱讀理解教學能有效提升閱讀低成就學生在閱讀理解(t=-6.110***)和識字(t=-3.481***)之表現，亦能提升一般生在閱讀理解(t=-8.067***)之表現；而一般閱讀理解教學則是能有效提升閱讀低成就學生(t=-6.467***)和一般生(t=-5.938***)在閱讀理解之表現。比較實驗組和控制組在後測表現的結果發現，一般生和閱讀低成就學生在後測的表現雖未達表現差異，但從進步斜率可發現，實驗組一般生在閱讀理解及識字的進步幅度皆大於控制組的一般生，而實驗組閱讀低成就學生雖只有在識字的進步幅度大於控制組，但透過質性的教師及學生訪談結果，普通班教師及學生對於使用多媒體閱讀理解教學介入皆持正向態度，因此可推測雖然使用多媒體閱讀理解教學與一般閱讀理解教學皆可提升一般生和閱讀低成就學生在閱讀理解及識字之表現，但相對於一般閱讀理解教學，使用多媒體閱讀理解教學或許較能提升學生之學習動機及主動性。是以，在現今人力較不足的情況下，使用多媒體閱讀理解教學教材或許是能協助普通班教師在執行RTI教學模式的有效方式之一。

This study used a quasi-experimental design, with the second and third grade students for the study, discussed the general teachers in the regular classroom curriculum to RTI concept into the design of multimedia teaching reading comprehension reading whether it can effectively improve the performance of low-achieving students. Compare students measured before and after reading the performance of reading comprehension can be found in the use of multimedia teaching can effectively enhance the read low achievers students in reading comprehension (t = -6.110***) and literacy (t = -3.481***) performance, and will raise the general students in reading comprehension (t = -8.067***) performance; while the general reading comprehension instruction is effectively enhance reading underachievers (t = -6.467***) and general students (t = -5.938***) performance in reading comprehension. Experimental group and the control group in the post-test performance results showed that the experimental group and the control group general health and low achievers in reading performance yet reached post-test differences in expressivity, but progress can be found in the slope of regular students in the experimental group reading comprehension and literacy rate of progress are generally greater than the control group students in the experimental group read low achievers in literacy progress, although only larger than the control group. But through the qualitative interviews of teachers and students, regular teachers and students involved in the use of multimedia teaching reading comprehension positive attitudes toward all, it can be speculated that although the use of multimedia teaching reading comprehension and general reading comprehension instruction can improve students in reading comprehension and literacy performance, but compared with the general reading comprehension instruction, the use of multimedia teaching reading comprehension perhaps better able to enhance students' learning motivation and initiative, the use of multimedia reading understanding of teaching modules may be able to assist in the implementation of RTI regular teachers teaching model can be an effective way to use one.