本文首先從閱讀理解的研究結果來說明什麼是「讀得懂」，包含了文字符號、文本表徵和情境模式三種層次。其次說明「摘要」和「推論」兩種能力是理解的重要發展性指標，有助於讀懂文章，同時也區分「理解」和「學習」的不同之處。文末提出促進理解及學習的策略、教學模式，以期幫助學生真正讀懂文章，提升學習效能。

The purposes of this paper were to present what understanding of reading was and to show how two major abilities of reading comprehension, summarization and inferencemaking, affected reading comprehension. Three levels of understanding, including surface code, textbase, and situation model, were discussed. Studies of summarization and inference were reviewed for explained how readers understood the text. In addition, the difference between comprehension and learning was also discussed. Several reading strategies and an instruction model were proposed for educators to facilitate comprehension and learning.