本研究目的有二個層面，首先引進國外具實證支持的同儕輔助學習策略（Peer-Assisted Learning Strategies, PALS）於國內閱讀課程教學中，探索該差異化教學於本土運用之可行性。其次，透過於普通班中實施PALS 教學，檢視其初級介入（Tire I）之實徵成效，作為教師在選取證據本位教學（evidence-basedinstruction）之參考。研究對象為國小三年級48 位學生，採準實驗研究設計，隨機分派成實驗組與控制組。實驗組接受每週二節、為期10 週之PALS 閱讀教學，控制組則採原班教學，於教學前後接受語文表現之標準化、自編前後測驗及問卷調查。結果顯示，實驗組學生在口語朗讀流暢度與閱讀理解的表現優於控制組學生（效果值η2 分別為 .147 與 .122），國語科月考則無顯著差異。此外，教學後實驗組比控制組在疑似閱讀障礙學生的比率上降幅較大，上述結果初步提供PALS 閱讀教學對初級介入差異化教學之成效。依據結果研究者進一步提出相關討論與建議。

This research aims to investigate two concerns in education in Taiwan, including any effects from Peer Assisted Learning Strategies (PALS) and effects from Tier I intervention applied to reading classes in the differentiated instruction. In the study, 48 3rd-graders were randomly assigned into experimental and control groups. PALS reading instruction was implemented to the former group for 10 weeks, and the latter one stayed with their original instruction. Results showed that the experimental group learners outperformed those in the control group in terms of oral reading fluency and reading comprehension (η2 = .147 and .122, respectively). Moreover, the proportion of at-risk students with reading in the experimental group got reduced more than those in the control group. These support the effectiveness of PALS reading instruction at the Tier I differential instruction for Chinese-speaking students. Some discussions and suggestions were further followed.