本研究旨在發展溝通式閱讀科學文本教學方案，並比較一般閱讀科學文本方案對學生的科學閱讀表現，進一步也探討接受不同教學方案的多元文化學生的科學閱讀表現。研究者採準實驗研究法，以兩校41位四年級學生為研究對象，實驗組有23位學生，對照組有18位學生，兩組並依其學生的多元文化屬性分為族群、性別與不同學習成就者，接受12週、48節不同的科學閱讀教學方案處理。研究者蒐集量化及質性資料以統計或質性分析之。結果顯示溝通式閱讀科學文本閱讀教學方案在提升學生以及班級內多元文化學生的科學閱讀表現優於一般閱讀科學文本教學方案。

The purpose of this study was to develop a communicative reading strategy for science text teaching and to evaluate its effect on the science reading performance of fourth-grade students. This study also examined the science reading performance of multicultural students.
A quasi-experimental method was used in the study, with a nonequivalent pretest–posttest design. Forty-one fourth-grade students from two primary schools participated: 23 students were placed in an experimental group and 18 students were assigned to a control group. The multicultural variables of the students were divided according to ethnicity, gender, and learning achievement. The science reading program comprised 48 classes over 12 weeks. Reading comprehension and learning motivation were assessed in all students before and after the experimental treatment. Documentary data for teachers and students were collected in the experimental group.
The results indicated that the students in the communicative reading program exhibited greater progression in both science reading comprehension and motivation compared with the students in the general reading program. In addition, multicultural students in the communicative reading science text teaching program benefitted on a different subscale in science reading performance.