閱讀能力乃終身學習的墊腳石，對弱勢幼兒尤然，因每位幼兒都有非常不一樣的學習需求，因此，幼教師需應用多樣且個別化的教學策略進行適性教學，讓幼教師具備量身訂作的閱讀教學能力刻不容緩。本研究的參與者為聖勝幼兒園（化名）的8位教師，以單一個案整體設計之2年縱貫性質化研究，瞭解幼教師在主題統整課程中實施差異化教學之專業發展歷程。研究依「教師專業成長」為故事時間軸，以觀察「複現邏輯」的研究特徵，研究結果分為：初見、再遇、設計與省思修正等四個時期。在教師專業發展的歷程中，每個時期教師出現不同專業成長之特徵。研究證實：學習型組織模式之教師專業成長是教師實施差異化教學的助力，其原因包含專業成長課程安排多元完善並具備2年長時間的持續發展，使個案教師們實施差異化教學的能力有了明顯的成長。

Reading ability is a crucial stepping-stone within a lifelong learning process, and this is especially true for young disadvantaged children. Because every child has diverse learning needs, the differentiation of teaching activities that promote reading skills is urgently required. Accordingly, the purpose of this study was to explore the developmental process of targeted kindergarten teachers’ professional growth for differentiated instruction within the context of a thematic curriculum and teaching. A single-case holistic design was employed in this 2-year longitudinal qualitative study. Eight kindergarten teachers from a public kindergarten in southern Taiwan were the main participants. Data were analyzed according to the timeline of the targeted teachers’ professional development, where replication logic was applied during observation. Four gradations were generated for these teachers’ professional development in differentiated instruction: first appearance, revisiting and rethinking, evaluation and design, and reflection and revision. During the developmental process, different features of the participants’ professional growth were observed in every gradation. It was found that, as the professional development programs in question were composed of complete and multiple arrangements and lasted for 2 years, the learning organization model used in this study was beneficial for enhancing these teachers’ ability to implement differentiated instruction in their classrooms.