閱讀素養被視為是在迅速變化的世界中的基本能力。本研究旨在探討運用相互教學法(RT)對以英語為外語的九年級學生在PISA 國際學生能力評量閱讀素養成就的成效。本研究對象為以英語為第二外語的16位九年級参與者，於2015年在一所私立英語教育機構進行共11週教學。相互教學法主要包括四個教學步驟:預測、澄清、提問與摘要。資料蒐集方式包括：(1)依據PISA閱讀素養能力評鑑要素-擷取與檢索、統整與解釋、省思與評鑑，(2)比較實驗組與對照組前測和後測成效，(3)課堂小組訪談探討6 個問題，有關PCQS 閱讀理解步驟增強學習的反映和回饋，(4)閱讀素養調查共計100位來自三所國中的9年級學生，藉以廣泛了解學生的學習與閱讀情況。研究結果顯示: (a)在量化研究結果方面，RT 教學促進了PISA閱讀素養水準整體顯著進步，但老師直接式教學方式則只在擷取與檢索取得顯著進步；(b)在PISA 國際學生能力評量閱讀素養成就表現方面，實驗組的學生優於對照組的學生; (c)在質性研究結果方面顯示訪談反映學生對RT教學過程呈正面肯定，乃基於較好的互動氣氛和較佳的閱讀理解步驟；(d)閱讀素養調查結果分析提供教學上的檢驗回顧，並得以進一步了解學生的學習需求。最後，研究人員針對英文閱讀教學方面提出未來研究方向的建議。

Reading literacy is viewed as a fundamental skill in a rapidly changing world. This study aims to examine the effects of Reciprocal Teaching (RT) approaches on facilitating EFL 9th graders’ PISA reading literacy achievement. Sixteen EFL 9th graders in a private language school participated in this study for an 11-week instruction of RT in 2015, which mainly involved four steps of instruction: prediction, clarification, question, and summary (PCQS). The class was divided into two groups: the experimental group with RT instruction, and the control group with teacher-directed instruction. Data collection included: (1) quantitative data of paired samples t-test of pretest and posttest to explore the influences of the PCQS metacognitive steps of RT on enhancing experimental group students’ achievement based on three categories of the reading levels of the Programme for International Student Assessment (PISA) -- assessing and retrieving, integrating and interpreting, reflecting and evaluating, (2) quantitative data of group statistics of paired samples t-test to compare the mean scores of two groups, (3) qualitative data of interviews of six questions about students' reactions of and feedback on four steps of RT instruction, and (4) Reading Literacy Survey for an amount of 100 9th graders to have a broader understanding of students’ learning engagement in reading. The research findings included: (a) the paired samples t-test indicated the RT intervention contributed to participants' significant progress in the whole reading proficiency levels of PISA, while teacher-directed instruction led to participants' progress in levels of Assessing and Retrieving only; (b) group statistics of paired samples t-test demonstrated that the students of the experimental group made more significant progress in the reading proficiency levels of PISA than the counterparts of the control group; (c) the interview data revealed that participants hold positive attitude toward RT instruction because of better interactive atmosphere and scaffolded metacognitive steps, and (d) the findings of the survey were offered to teachers for them to reflect on their approaches to reading instruction, and some perspectives on students’ learning engagement in English reading were provided, too. Finally, the researchers made some recommendations for future studies in relation to reading instruction.