本研究旨在引進國外具實證支持的同儕輔助學習策略（Peer-Assisted Learning Strategies, PALS）於國內語文課程教學，透過於補救教學班級中實施PALS閱讀教學，檢視於次級介入場域之實施情形，作為教師在選取證據本位教學之參考。研究對象為國小四年級及六年級課後補救教學共24位學生，接受每週三節、為期10週之PALS閱讀教學，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，以二因子重複量數混合設計變異數分析，針對不同年級與能力組的學習成 效進行探討，並以卡方考驗改變顯著性檢定檢視於教學前、後語文低成就學生之出現率差異情形。結果顯示，在各項語文測驗的整體表現均有提升（效果值η2介於 .574～ .756），不同年級學生之教學效果無差異，惟不同能力組間教學效果有顯著差異，高組學生進步表現優於低組學生，而在語文低成就整體學生人數於PALS教學後有明顯降低。此外，學生對PALS課程接受度高，其中最喜愛夥伴共讀和預測下文的活動，參與研究的96%學生表示對閱讀更具信心；教師課堂觀察則發現PALS有助於學生主動參與課程，並能大幅降低上課分心行為。研究結果可初步提供PALS對補救教學學生於語文學習之正向影響，依據結果進一步提出相關討論與建議。

This study examined the effects of peer-assisted learning strategies (PALS) as a Tier 2 intervention for students in remedial Chinese reading classes. Twenty-four students in grades four and six participated in the study. All of the students received the PALS reading instructions thrice a week for 10 weeks. Data were analyzed using two-way repeated measures analysis of variance. The results revealed that the overall reading performance of the students was improved (the effect value η2 was between .574 and .756). No difference was noted between the students in the two grades. However, significant differences existed between students of different ability levels. Moreover, after the intervention period, the proportion of at-risk students in terms of reading was reduced significantly. The results provide evidence pertaining to the effectiveness of the PALS reading instructions as Tier 2 instructions for Chinese-speaking students. Discussions and suggestions are provided on the basis of the results.