本研究以不等組前後測的準實驗設計，探討偏遠社經弱勢地區幼兒閱讀早期介入教學成效。共有375個平均齡63個月的（至2005年9月）幼兒參與，其中社經弱勢幼兒271人（三實驗組：聲韻57人、識字88人、繪本59人；弱勢社經對照組67人）、優勢社經對照組104人。實驗教學採平衡教學取向，強調閱讀，不教書寫，教學設計配合有效教學原則，由受過訓的原班教師以外加方式進行，每日40分鐘，每週4日，進行30週。對照組則進行原來的統整課程。所有弱勢幼兒都做前測，優勢對照組是後來加入的，無前測。五組幼兒都接受四次後測（國幼班上、下期末、小一上期中、末）。結果發現：一、介入教學即時效果顯著：國幼班畢業前，聲韻組在和聲韻有關分數、繪本組在聽覺詞彙分數上都明顯提升，且顯著優於弱勢對照組；識字組的認字量，則不只領先弱勢各組，甚至高過優勢對照組。二、三種介入教學各在其目標能力上有長期效果：小一上的注音及國語文分數，聲韻組、繪本組都顯著高於弱勢對照組；識字組在識字量上仍顯著高於弱勢對照組。三、介入教學雖能拉近弱勢組與優勢的距離，但仍未能超越優勢對照組：優勢對照組在各種測驗上，除了國幼班將結束時在常用字識字測驗上曾被識字組超過，其餘都一路顯著領先弱勢各組。研究者據此提出和弱勢幼兒閱讀介入相關的結論與建議。

This study examined the effects of 3 early reading programs on social-economically disadvantaged kindergarteners. A total of 347 kindergartners, averagely aged 63 months, participated in the study. The disadvantaged children were grouped into 4 subgroups. Children in the experimental groups received intervention sessions of 3 programs. There were phonological/phonetic training (PH group, 57 children), character recognition training (CH group, 88 children), and picture book reading training (PIC group, 67 children). Children were given a 40-minute teaching session per day, 4 days per week, for 30 weeks. A group of 67 children from poor families and another group of 104 children, who were from middle-class families, served as disadvantaged and affluent control groups respectively. Besides pretests, all children received post-tests at 4 time points in kindergarten and first grade.