本研究的目的在檢視課文本位閱讀教學模式對原住民學童閱讀理解與詞彙理解的影響，並了解師生對教學成效的看法。研究採準實驗設計，在國語課中實施三個學期融入多重閱讀策略的實驗教學。研究對象為三所排灣族國小25位四年級學童為實驗組，另二所排灣族國小31位學童為對照組。實驗組接受課文本位閱讀教學，對照組接受一般國語教學。教學開始前一學期期末與實驗教學的三個學期期末，兩組學生皆接受閱讀理解與詞彙理解的評量，第三學期期末實驗組學生填答回饋單，教師參與回饋會議。結果顯示，在排除教學前的差異後，兩組原住民學生在四下期末的閱讀理解無差異，但實驗組在五年級兩個學期末的閱讀理解皆顯著優於對照組。實驗組在四下與五下學期末的詞彙理解都明顯較對照組為佳，但在五上兩組間的差異未達顯著。實驗組師生都對教學成效抱持相當正面的看法。

The textbook-based approach to reading instruction (TARI) is an instructional model of teaching multiple strategies in the language arts curriculum. The purpose of this study is to examine the effects of TARI on indigenous children’s reading and vocabulary comprehension and to probe students’ and teachers’ perceptions of TARI. This study adopted a quasi-experimental design. Twenty-five indigenous fourth-graders from three Paiwan elementary schools served as the experimental group, and 31 indigenous fourth-graders from the other two Paiwan schools were assigned to the control group. For three semesters in the language arts classes, the experimental group received TARI and the control group received regular instruction. The students' reading and vocabulary comprehension was assessed a total of four times: once at the end of the semester before the instruction began; one time each at the end of the three semesters during which the experiment was conducted. After the instruction, the students of the experimental group filled out a questionnaire about TARI and their teachers reported perceptions of TARI in a teachers’ meeting. The results revealed that, after controlling for the differences in reading comprehension between the two groups before the instruction, the two groups of students were not found to differ in reading comprehension at the end of the second semester in grade 4, but the experimental group performed significantly better than the control group at the end of both semesters in grade 5. Also, the experimental group scored significantly higher in vocabulary comprehension than the control group at the end of second semesters in both grades 4 and 5, while the two groups did not differ in vocabulary comprehension at the end of the first semester in grade 5. Students and teachers of the experimental group held positive perceptions toward TARI.