閱讀，是人在生活中重要的能力，也是知識的來源。但是並非每一位學生都能夠擁有良好的閱讀能力，閱讀困難學生即為其中之一。其中一類學生的智力正常、識字能力正常，但是在閱讀理解方面有困難。過去研究顯示，這些學生的代詞推論錯誤較多，在尋找指涉正確先行詞的能力有困難。目前國內外研究中對於代詞推論的教學研究甚少，且多以一般學生為對象，並少有針對閱讀困難學生的代詞推論教學，因此本研究目的在發展一套針對閱讀困難學生的「人稱代詞推論教學」，實際執行介入後，呈現人稱代詞的的教學成效，作為對未來代詞推論教學的參考。
本研究以三名國小三年級閱讀困難學生為對象，參考國內外相關文獻的教學目標、教學流程，設計出「人稱代詞推論教學」。教學目標以代名詞為主，分為單數代名詞(你/妳、我、他、牠、它、她、你的、我的、他的)、複數代名詞(你們、我們、他們)、代名詞(大家、自己)。並在教材上進行代名詞數量、競爭者數量、代名詞與先行詞距離因素的控制，進行為期八週的教學，並在教學前、教學後以「國小閱讀理解測驗(三年級)」與代名詞相關題目、「自編人稱代詞推論測驗」進行評估，以了解學生對於代名詞概念、使用策略情形、判斷代名詞指涉正確先行詞的能力，並在教學之後提出實際教學建議。
三名閱讀困難學生接受「人稱代詞推論教學」後，對於代名詞概念的理解、代名詞推論皆有進步。在代名詞概念方面，三位受試者皆可達100%的正確率；在代名詞推論方面，控制代名詞與競爭者數量在二以內、代名詞與先行詞距離在五以內的題目中，三位受試者皆可達80%以上的正確率。單數人稱代名詞與複數人稱代名詞推論會受到競爭者數量、代名詞與先行詞距離影響較多；甲生和乙生對反身代名詞(自己)的推論，在轉折句中的理解比一般句難，但皆有進步。本研究結果發現，「人稱代詞推論教學」有助於閱讀困難學生代名詞理解與代名詞推論的能力。但因閱讀困難學生的個別差異，兩位學生能夠依照教學目標順利進行，一位學生完成單數代名詞教學。「人稱代詞推論教學」需視學生的能力進行課進度的調整。

Reading ability is not only an important ability in the life, but also a source of knowledge. But not every student can have the good reading ability, the student with reading difficulties is one of them. One type of students have normal intelligence and literacy ability, but have difficulty in reading comprehension. Several studies have shown that their Pronoun Inference ability is weaker than the average students to find the correct antecedent for the anaphoric term. The researches for teaching pronoun inference are more targeted to general students, but not to students with reading difficulties.
Therefore, “Inference Instruction of Personal Pronoun” is for students with reading difficulties. And it is to understand the intervention effectiveness and for some information.
Subjects of the study are three third grade students with reading difficulties. Teaching objectives are divided into singular pronoun (you/ I/ he /she/ it /your / my /his), plural pronouns (you/ we/ they), pronouns (every one, yourself). The number of pronoun, quantities of competitors, the distance between pronoun and antecedent are controled in text. “Inference Instruction of Personal Pronoun” was all over in eight weeks. Before and after teaching, students were evaluating with “Elementary Reading Comprehension Test (third grade)” and “self pronouns inference test” to understand student’s pronoun concepts, the advancement of finding the correct antecedent for pronoun, and made teaching suggestions after the actual teaching.
After the participants accepting “ Inference Instruction of Personal Pronoun”, their performance had improved in understand personal pronoun concepts, and the ability of personal pronoun inference. The advancement of personal pronoun inference is the correct of finding correct antecedent for pronoun, and the influence of the number of pronoun, quantities of competitors, the distance between pronoun and antecedent are weaker. In this study, “Inference Instruction of Personal Pronoun” is helpful to students with reading difficulties to understand pronoun concepts and inference. But due to their individual differences, two students can proceed smoothly in accordance with teaching objectives, and one student can complete singular pronoun. In “Inference Instruction of Personal Pronoun”, the lesson progress should adjust by subject’s ability.

摘 要.....................................................i
目 次.................................................... v
表 次................................................... vii
圖 次.................................................... xi
第一章 緒論..............................................1
第一節 研究動機與背景................................1
第二節 研究目的與問題................................3
第三節 名詞釋義......................................4
第二章 文獻探討..........................................7
第一節 閱讀理解與閱讀理解困難........................7
第二節 代詞與閱讀理解.............................. 13
第三節 代詞教學.....................................22
第三章 研究方法.........................................31
第一節 研究流程.....................................31
第二節 研究對象.....................................34
第三節 研究工具.....................................40
第四節 教學設計.....................................49
第四章 結果與討論.......................................57
第一節 受試者在「國小閱讀理解測驗(三年級)」人稱代詞相
關題目的表現與結果分析.......................57
第二節 受試者在「自編人稱代詞測驗」前後測的表現與結果.61
第三節 進行「人稱代詞推論教學」的教學介入過程、個案
的表現及困難.................................75
第四節 綜合討論....................................114
第五章 結論與建議......................................117
第一節 結論........................................117
第二節 教學與未來研究建議..........................117
第三節 研究限制....................................120
參考文獻................................................123
中文部分............................................123
英文部分............................................125
附錄....................................................129
附錄一 「人稱代詞推論教學」同意書..................129
附錄二 自編人稱代詞測驗之題目、內容分析及個案前後測
表現........................................131
附錄三 活動設計....................................143
附錄四 學習單(1-1-1)範例...........................165
附錄五 自編人稱代詞測驗(一)範例....................166
附錄六 人稱代詞推論教學教材........................167

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胡萃苹 (2010)。現代漢語指示詞這與那之探析及教學應用(未出版之碩士論文)。國立台灣師範大學，臺北市。
陳淑麗、洪儷瑜（2003）：學習障礙國中學生在不同差距標準差異之研究，特殊教育研究學刊，24，85-111。
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曾玉村 (2011)。理解的認知歷程研究。取自http://www.ncyu.edu.tw/files/list/gimse/
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張寧 (2007)。影響先行語可及性的因素探析。湘潭大學學報(哲學社會科學版)，3，1-30。
 
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