本研究首先說明閱讀補救教學對低成就原住民兒童的重要性，再進行相關的文獻探討。繼之根據文獻探討的結果，設計一個國語文補救教學的方案，此方案具備理論上有效的教學成份，也顧及原住民兒童的先備經驗；最後進行實驗教學，以探究教材與教學設計的可行性。

實驗組為十位同班的二年級兒童，其中七位是原住民。補救教學為期九週，除原校選用的南一教材外，每週外加六節課，每節四十分鐘，共計五十二節的補救教學。研究者使用多種成就測驗來進行課間評量，也在前、後測及五個月後的追蹤時，用了語文理解測驗、基本中文識字讀寫測驗，看圖作文及課程本位評量的測驗來量測兒童的語文能力。對照組則為同鎮另一學校的十名二年級原住民兒

主要的研究發現有四：1.原住民學校小二兒童的語文能力有明顯提升，已拉近或趕上一般兒童水準；2.實驗組兒童學業成就表現有進步，且明顯比控制組好；3.不同層次的閱讀技能，其補救教學的成效有差異，低階的「識字」與「聽寫」有立即的成效，高層次的「寫作」長期才則能看到成效；4.不同閱讀能力兒童成長類型不同，基礎解碼差的個案，主要在基礎識字技能有明顯進步；基礎解碼較佳的個案則在高層次的聽寫技能進步較明顯

Based on the findings from a literature review, researchers of the present study developed different teaching methods and teaching materials that might be more effective in teaching reading to low-achieving aboriginal students.

The 10 participants in the experiment group are from a same 2nd-grade class and 7 of them come from the Amis which is the most populated aboriginal tribe in Taiwan.

During the remedial program, researchers provided 6 40-minute sessions per week for a total of 9 weeks. Researchers used both an experimental reading text based on aboriginal life-experience and a mainstream text published by Nan-Yi Company. The content of the experimental materials was composed of 8 lessons, each with 6 sessions, with an additional 4 sessions of general review. The researchers used between-session achievement tests to examine students' learning outcome. Also, following tests were administered to determine each participant's verbal competence in the pre-, post-, and follow-up tests: the Verbal Comprehension Test, Basic Chinese Character Reading and Writing Test Battery, Spontaneous Composition Prompted by Pictures, and Curriculum-

Based Evaluation.

The important findings of this research are:

1. With the help of remedial program, the performance of the aboriginal students improved as a whole. At the end of this study, the participants get close to the national norms of their peers in reading performance. 2.Children in the experiment group significantly outperformed their counterparts in the control group in achievement tests. 3.The participants improved greatly in the basic skills of word recognition and dictation at the end of the study. In the higher-level skills, specifically composition, the participants did not show much improvement right after the intervention. However, a delayed-impro-vement was found 5 months later: 4. Children at different ability levels showed different learning patterns. The participants who had lower basic skills scores showed improvements in word recognition, whereas the students who had higher basic skills level improved in the more difficult aspect of dictation.

低成就、原住民、補救教學、閱讀

low achievement, Taiwanese aboriginal students, remedial program, reading