本研究目的是探討具有相同閱讀理解能力水平，但工作記憶能力高低不同的國小二年級學童，其閱讀理解監控表現的差異。本研究採用眼動儀及事後訪談的方式，瞭解學童在閱讀過程中的閱讀理解監控的表現，為了探討探討當學童遇到文章內容不一致的狀況時，其閱讀理解監控的差異，逐採用三種不同的閱讀版本文章，在文章內容安插與先備知識不一致的外部不一致版本、與前後文不一致的內部不一致版本以及控制版本作為閱讀材料。
研究結果顯示國小二年級的學童已經開始發展閱讀理解監控的能力，但不同閱讀理解能力的學童在閱讀理解監控表現十分相似，因此，閱讀理解能力對於閱讀理解監控的指標影響並不明顯。另外，比較具有相同閱讀理解能力，但工作記憶能力不同的學童在閱讀理解監控表現時，可以從閱讀理解監控的第一次連續凝視總時間、第一次連續凝視總次數和重新閱讀時間三項指標中，發現具有高工作記憶能力的學童，在眼動指標中所花費的時間及次數比低工作記憶能力的學童少。當學童具有相同閱讀理解能力時，工作記憶能力的高低會影響其閱讀理解監控的表現，尤其是在高閱讀理解能力的組別中，其影響更為顯著。

The aim of this study is to investigate the effect of working memory on second-grade students’ reading comprehension monitoring performance when they have the same level of reading comprehension ability. This study analyzed students’ eye movement data and interview data when reading three different versions of article, including prior knowledge violations version, contextual internal inconsistencies version, and the control version.
The results indicate that second-grade students have already developed their reading comprehension monitoring ability. The effect of reading comprehension ability on reading comprehension monitoring was not significant; it was because that their reading comprehension monitoring performance was very similar. The study also shows the effect of working memory on reading comprehension monitoring performance when students have the same level of reading comprehension ability.
Students with high working memory ability had spent longer time than students with low working memory ability in both First Gaze Duration and Re-reading Time. Moreover, they had fewer gaze counts in the First Gaze Fixation Count result. The results suggest that working memory capacity affects the reading comprehension monitoring performance, especially in the high reading comprehension ability group.

中文部分
李慧慧(2006)。國小閱讀理解困難學童先備知識、詞彙量、工作記憶、推論能力與閱讀理解之關係。國立臺南大學特殊教育學系碩士論文，台南市，未出版。
林慧芳(2002)。國小六年級低閱讀能力學童工作記憶與推論能力之研究。國立彰化師範大學特殊教育研究所碩士論文，彰化縣，未出版。
柯華葳、詹益綾(2007)。國民小學(二至六年級)閱讀理解篩選測驗。國立台灣師範大學特殊教育中心，台北市。
洪儷瑜、王瓊珠、張郁雯、陳秀芬(2006)。一到九年級學生國字識字量發展。教育心理學報，39(4)，555-568。
曾世杰(1999)。工作記憶測驗施測說明。行政院國家科學委員會特殊教育工作小組。
英文部分
August, D. L., Flavell, J. H., & Clift, R. (1984). Comparison of comprehension monitoring of skilled and less skilled readers. Reading Research Quarterly, 20(1), 39-53.
Baddeley, A. D. (1992). Working Memory. Science, 255(5044), 556-565.
Baddeley, A. D. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829-839.
Baddeley, A. D., Hitch, G. J. L. (1974). Working Memory, In G. A. Bower (Ed.), The psychology of learning and motivation: advances in research and theory (Vol. 8, pp. 47-89). New York, NY: Academic Press.
Baker, L. (1984). Children’s effective use of multiple standards for evaluating their comprehension. Journal of Educational Psychology, 76(4), 588-597.
Baker, L. (1985). How do we know when we don’t understand? Standards for evaluating text comprehension. In D. L. Forrest-Pressley, G. E. MacKinnon, & T. G. Waller (Eds.), Metacognition, cognition, and human performance (Vol. 1, pp. 155-205). Orlando, FL: Academic Press.
Baker, L., & Anderson, R. I. (1982). Effects of inconsistent information on text processing: Evidence for comprehension monitoring. Reading Research Quarterly, 17(2), 281-294.
Baker, L., & Brown, A. (1984). Metacognitive skills and reading. In P. J. Pearson, M. Kamil, M. R. Barr, & P. Mosenthal (Eds.), Handbook of reading research (pp. 353-394). New York, NY: Longman.
Cain, K.E. (2006). Children''s reading comprehension: The role of working memory in normal and impaired development. In S. J. Pickering (Ed), Working memory and education (pp. 61-92). San Diego, CA: Academic Press.
Cain, K. E., Bryant, P. E., & Oakhill, J. (2004). Children''s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42.
Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4), 450-466.
De Jonge, P., & De Jonge, P. F. (1996). Working memory, intelligence and reading ability in children. Personality and Individual Differences, 21(6), 1007-1020.
Dollaghan, C. A. (1987). Comprehension monitoring in normal and language-impaired children. Topics in Language Disorders, 7(2), 45-60.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911.
Gagne, E. D., Yekovich, C. W. & Yekovich, K. R. (1993). The cognitive psychology of school learning(2nded.). New York, NY: Harper Collins College Publishers.
Gough, P., & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.
Grabe, M., Antes, J., Kahn, H., & Kristjanson, A. (1991). Adult and adolescent readers'' comprehension monitoring performance: An investigation of monitoring accuracy and related eye movements. Contemporary Educational Psychology, 16(1), 45-60.
Hannon, B., & Daneman, M. (2001). A new tool for measuring and understanding individual differences in the component processes of reading comprehension. Journal of Educational Psychology, 93(1), 103-128.
Hyona, J., & Nurminen, A. (2006). Do adult readers know how they read? Evidence from eye movement patterns and verbal reports. British Journal of Psychology , 97(1), 31-50
Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99(1), 122-149.
Kinnunen, R., & Vauras, M. (1995). Comprehension monitoring and the level of comprehension in high-and low-achieving primary school children’s reading. Learning and Instruction, 5(2), 143-165.
Kinnunen, R., & Vauras, M. (2010). Tracking on-line metacognition: Monitoring and regulating comprehension in reading. In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 209-229). New York, NY: Springer.
Swanson, H. L. (1999). Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system. Journal of Experimental Child Psychology, 72(1), 1-31.
Markman, E. M. (1979). Realizing that you don''t understand: Elementary school children''s awareness of inconsistencies. Child Development, 50(3), 643-655.
Nilsen, E. S., Graham, S. A., Smith, S., & Chambers, C. (2008). Preschoolers’ sensitivity to referential ambiguity: Evidence for a dissociation between implicit understanding and explicit behavior. Developmental Science, 11(4), 556-562.
Oakhill, J., Hartt, J., & Samols,D. (2005). Levels of comprehension monitoring and working memory in good and poor comprehenders. Reading and Writing, 18(7-9), 657-686.
Oakhill, J., & Cain, K. E. (2004). The development of comprehension skills. In T. Nunes & P. Bryant (Eds), Handbook of children literacy (pp. 155-180). Boston, MA: Kluwer Academic Publishers.
Paris, S., & Myers, M. (1981). Comprehension monitoring, memory, and study strategies of good and poor readers. Journal of Reading Behavior, 13(1), 5-22.
Pearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42(2), 282-296.
Radach, R., & Kennedy, A. (2004). Theoretical perspectives on eye movements in reading: past controversies, current deficits and an agenda for future research. European Journal of Cognitive Psychology, 16(1), 3-26.
Ruffman, T. (1996). Reassessing children’s comprehension-monitoring skills. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties, processes and intervention (pp. 33-67). Mahwah, NJ: Lawrence Erlbaum Associates.
Vosniadou, S., Pearson, P. D., & Rogers, T. (1988). What causes children''s failures to detect inconsistencies in text? Representation versus comparison difficulties. Journal of Educational Psychology, 80(1), 27-39.
Wagoner, S. A. (1983). Comprehension monitoring: What it is and what we know about it. Reading Research Quarterly, 18 (3), 328-346.
Waters, G. S., & Caplan, D. (1996). The measurement of verbal working memory capacity and its relation to reading comprehension. The Quarterly Journal of Experimental Psychology, 49(1), 51-79.
Wimmer, H. (1979). Processing of script deviations by young children. Discourse Processes, 2(4), 301-310.
Zabrucky, K., & Moore, D. W. (1989). Children’s ability to use three standards to evaluate their comprehension of text. Reading Research Quarterly, 24(3), 336-352.
Zabrucky, K., & Ratner, H. H. (1986). Children’s comprehension monitoring and recall of inconsistent stories. Child Development, 57(6) 1401-1418.