引導閱讀教學是平衡教學中最有效的教學活動，但是，很少在臺灣的課堂教學中使用。因此，本研究之研究目的在於探討引導閱讀教學對國中一年級學生認字能力和閱讀動機之影響，並探討協同教學教師對引導閱讀教學之看法。研究對象是同一班級內的29位國一學生和該班英語教師，實驗教學進行五週，每週九十分鐘。在實驗教學開始前和結束後，對學生進行標準化測驗英語認字測驗的個測，以了解其認字能力變化的情形；並依認字測驗前測的結果將學生依成績高低分為高、中、低三組，進行教學。在教學前和後，讓學生填寫閱讀動機問卷，以探討其閱讀動機變化情形。在本研究中，使用分級故事讀本，以t考驗、單因子變異數分析和事後比較進行資料分析。結果發現，認字測驗和閱讀動機問卷的後測成績都顯著高於前測，顯示引導閱讀教學有助提升學生的英語認字能力和閱讀動機；在閱讀動機方面，高、中、低三組之間並無顯著差異，但是，在認字測驗方面，組間差異達到顯著，高分組顯著高於中分組，中分組顯著高於低分組。而在協同教學教師的看法方面，教師肯定引導閱讀教學對學生的正向影響，但是覺得備課費時費力。研究者並依照研究結果提出相關建言。

The purpose of this study was mainly to explore how much a guided reading program influenced the seventh graders’ word recognition ability and reading motivation. The participants in this study were 29 seventh graders in a class. The program lasted for five weeks, ninety minutes per week. Before and after the program, a standard assessment called “English Word Recognition” was taken by each student respectively in order to collect their pronunciations and understanding of the words. The results of the word recognition pretest were used as the criteria to divide the students into three groups of high, intermediate and low ability. Besides, Motivation for Reading Questionnaire (MRQ) was taken by the participants before and after the guided reading program to explore their change of reading motivation. Leveled picture books were used in this study. The teacher prepared three teaching materials and worksheets for the three-group students. T-test, one-way ANOVA and post-hoc comparison were used to analyze. The results showed that the students’ posttest of word recognition and MRQ were significantly higher than the pretests. That was, the students’ word recognition ability and reading motivation were improved. There was no significant difference between the high, intermediate, and low groups in the reading motivation questionnaire. As for the word recognition, there was significant difference between the three groups. The mean value of the high level group was significantly higher than that of the intermediate group, and the mean value of the intermediate group was significantly higher than that of the low group. Some suggestions based on the results were provided.