| Summary: | 碩士 === 國立嘉義大學 === 特殊教育學系研究所 === 95 === The purpose of this study was to examine how modes of read（texts with and without multiple representations） and reading sequence（three times） influenced the reading comprehension performance of science texts for students with learning disabilities. Twenty 5th and 6th grade students with learning disabilities participated in the experiment. Research materials, all were presented on the multiple representations system－TriAccess, are science texts and multiple-choice questions made by the researcher. The statistics analysis of within-subject two way ANOVA were used to examine the result. After the experiment, the researcher took the structure questionnaire to realize the attitude of the participants using TriAccess. The major findings of this research were as follows:
1. As well as no significant were found between the modes of read and reading sequence had no interaction. The results of experiment significantly indicated that the performance of reading comprehension was better when the participants read with multiple representations.
2. Learners preferred to use TriAccess, because they thought TriAccess can improve their reading comprehension, be easy for learning and operating, and be more interesting than reading a textbook.
Including the conclusion and discussion, the researcher also provided some suggestions for the future instructions and research in improving reading comprehension.
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