本研究在建置「大學說明文讀寫整合教學方案」，並評估此方案與未整合讀寫的教學方案對學生學習說明文讀寫之成效差異。參與研究之對象為兩班大一新生，研究採準實驗研究法之不等組前後測設計。結果顯示：（1）在「語文素養檢測」閱讀與寫作測驗方面，實驗組皆顯著優於控制組，兩組的差異主要表現在批判性文本的閱讀與寫作。（2）在「說明文寫作評量」方面，實驗組在「組織、發展與支持」以及「語言句法與應用能力」表現顯著優於控制組。（3）在「說明文讀寫整合教學回饋問卷」方面，高比例的實驗組學生肯定說明文讀寫整合教學方案對其提升讀寫能力的成效。實驗結果顯示，整合讀寫教學的「大學說明文讀寫整合教學方案」優於未整合讀寫的方案。本文依據上述研究成果加以討論，並針對大學說明文的讀寫教學規劃與未來研究提出建議。

The purpose of this study is to design the “Teaching College Integrated Literacy Expository Curriculum Program” and investigate the changes in competency between two classes of freshmen of a University in relation to reading and writing. The research implemented a quasi-experimental research. The results indicate that (1) the post-test scores in relation to the “Literacy Test” in the critical reading and writing text of the experimental group were significantly higher than the control group; (2) the post-test scores in relation to the “Expository writing assessment” of the experimental group were significantly higher than the control group in the organization, development and support, and language syntax and application ability; (3) the experimental group of students positive affirmation “Teaching College Integrated Literacy Expository Program” to enhance literacy ability at the feedback questionnaire. The research concluded that the “Teaching College Integrated Literacy Expository Program” is better than the non-integrated one. According to the results, this research also presents suggestions for designing curriculum, teaching plans and future research.