本研究目的在透過後設分析法，探討國內單一受試研究法下，不同閱讀教學策略對中文閱讀理解之整體成效及調節變項之影響情形。經由電子資料庫搜尋與篩選後，共計51篇文獻，171名參與者納入分析。研究結果顯示，不同閱讀教學策略對中文閱讀理解具有中等立即效果（PND=74.72%，PEM=87.02%）與維持效果（PND=75.77，PEM=89.03）。探討不同調節變項之影響情形則發現：（1）採用多重策略介入之效果優於單一策略介入。（2）數位文本之教學效果優於電子文本、繪本與紙本文本。（3）直接教學法對於中文閱讀理解的立即效果和維持效果優於其餘教學法。

The purpose of this study is to investigate the effect of reading strategy under single subject design using meta analysis. After searching and selecting the electronic database , totally 51 articles, which containing 171 subjects were included in the analysis. The results show that different reading strategy has median immediate effect (PND=74.72%，PEM=87.02%) and maintaining effect (PND=75.77，PEM=89.03) for Chinese reading comprehension。The moderator analysis show that multi-strategy is better than single strategy. The digital text is better than electronic text, illustrated text and paper text. Finally, direct teaching has better immediate and maintaining effect than other teaching approach.