原住民學童長久以來一直有學科基本能力未達一般水平的現象。造成這個現象的因素，有由「文化差異」觀點加以研究者；有由「家庭、經濟與文化不利因素」觀點加以詮釋者；亦有由「多元智能」觀點探討此現象者。由「多元智能」觀點探討此現象者即認為，原住民學童長久以來之學習成就偏低現象是由於學校教師沒有以他們的強勢智慧進行學科領域之搭橋（bridge）教學。本研究採協同行動研究法，以太魯閣國小（化名）三年忠班（化名）學生為研究對象，協同Misa教師（化名）進行字詞套曲搭橋中文閱讀理解教學研究。研究發現，此套教學之可行模式為：一、唸生詞；二、練唱生字詞套曲；三、配對生詞；四、解釋生詞；五、造句；六、解釋歌詞含意。此外，本研究並探討本教學模式配套之教學策略、希望與限制。

Indigenous people have a long history of low academic performance in schools, resulting in low educational levels. This phenomenon was explored by three different perspectives: cultural differences; family, economic and cultural disadvantage and multiple intelligences respectively. The perspective of multiple intelligences claims the low academic performance resulted in indigenous students do not have an opportunity to use their developed intelligence in Chinese reading comprehension. This collaborative action research was conducted for third grade students in Taroko elementary school. The researcher collaborated with Teacher Misa implemented words in song in bridging indigenous students’ reading comprehension. The result shows the possible teaching models include 1. Reading new Chinese words; 2. Practicing singing words- in-lyrics; 3. Matching new Chinese words in lyrics; 4. Explaining new Chinese words; 5. Making sentences by using Chinese new words; 6. Explaining meaning of lyrics. Besides, this study also explores the supporting teaching strategies, hope and limitation of Words-in- Lyrics.