The purposes of this study were: (1) to explore the relationship among junior high school students´ self-regulated learning variables and to examine the relationship between self-regulated learning variables and reading comprehension, and (2) to evaluate the effects of Self-regulated Reading Comprehension Training Course developed by the author. For these two purposes, the whole study was divided into Study Ⅰ and Study Ⅱ.The instruments employed in this study included: Reading Comprehension Test (A, B, C, D), Motivation Inventory, Goal Setting Inventory, Action Control Inventory, Awareness of Action Inventory, Reading Strategies Inventory, Awareness of Strategies Inventory, and Teacher´s and Student´s Manual of Self-regulated Reading Comprehension Training Course. In Study Ⅰ,the participants were 290 eighth-grade students from six junior high schools in Taiwan northern area. The collected data were analyzed with canonical correlation, multiple regression, and Hotelling T^2 statistics. The results of this study were as follow: (1) There were significant canonical correlation among junior high school students´ reading motivation, goal setting, action control, and reading strategies. The redundancy indices in these variables were from 23.58% to 46.83%. (2) There were significant multiple correlation between junior high school students´ self-regulated learning variables and reading comprehension. The coefficient of determination was. 45. In other words. self-regulated variables explained about 45% of the overall variance of reading comprehension scores. (3) Junior high school students with high reading comprehension exhibited higher reading motivation, goal setting, action control, and reading strategies than low reading comprehension students. In Study Ⅱ,the participants were 24 eighth-grade underachievers in self-regulated learning. They were randomly assigned into experimental and control group. The experimental group received the Self-regulated Reading Comprehension Training Course developed by the present author, while the control group received only the of reading exercises. All of two groups were administered the pre-test two ewwks before the experimental treatment, the post-test one week after the experimental teaching, and the delayed test seven weeks after the experimental teaching. The results showed that the Self-regulated Reading Comprehension Training Courses could promote the self-regulated learning and reading comprehension of the experimental group. The experimental group performed better than control group in reading comprehension and the majority of self-regulated variables on both the post-test and delayed test.