本研究提出了一個詞彙教學的教材及教學方式，其設計目標強調詞素覺知與詞彙的重複接觸，也教導相關的閱讀理解策略，如預測及回答問題。研究對國小二、三年級閱讀低成就學童進行小組教學，每個小組人數為8～9人。教學時間為期8週，每週2節，每節40分鐘，共16節的小組教學。其中二年級48人，實驗及控制組均為24人；三年級51人，實驗組26人、控制組25人。研究結果指出，教學結束後，二年級實驗組及控制組在所有的成效指標上都沒有差異。三年級的實驗組雖然在閱讀理解、聽覺詞彙、識字後測的平均值高於控制組，但亦未達顯著差異。進一步分析三年級且識字年級當量高於二年級學童的資料時，實驗組後測的聽覺詞彙、閱讀理解及識字的平均值都大於控制組，其中聽覺詞彙的差異達顯著水準，閱讀理解及識字則接近顯著水準。此外，實驗性的詞彙教學只提升了詞彙能力，對後測的數學能力並無影響，可見此教材的特定性。研究顯示，本研究所發展的教材教法可提升三年級且識字量在1,200字以上低成就學童的聽覺詞彙，且可遷移至閱讀理解及識字方面。

This study examined the effectiveness of a 2-month remedial vocabulary program for second- and third-grade students with low reading achievement. Ninety-nine students with low reading achievement from New Taipei City participated in the study. The students were divided into an experimental group (n = 50) and a control group (n = 49). The program was conducted in small groups (n = 8 in each group). The program lasted for 2 months and involved 16 sessions (40 min per session). The major components of the program were vocabulary exposure to semantics categories of words and morphological awareness strategies. Prediction and question-answering strategies of reading comprehension were also integrated into the program. Results showed that, compared with the controls, the program could effectively promote the vocabulary performance of third-grade students who identifi ed more than 1,200 Chinese characters on average. Moreover, the positive effects were observed in the measurements of reading ability but not calculation ability. Although positive trends were observed in word recognition and comprehension development, the differences were nonsignifi cant. Our results provide evidence for a feasible and effective remedial vocabulary program in a school setting.