本研究目的在探討幼兒參與平衡取向教學課程後閱讀相關表現及教學歷程。本研究以台灣北部某一公立幼兒園班級之一位教師和23位幼兒為研究對象，將幼兒分成低分組、中間組和高分組來觀察三組幼兒在教學中的語文表現，並依照語文表現給予適當教學。資料蒐集的方式為課室觀察、幼兒重述故事的語料、幼兒作品及注音認讀和辨認測驗、聲韻處理測驗、故事重述測驗和書本文字概念的測驗。
研究結果顯示幼兒在學習到辨識注音符號、覺察聲音的組成和閱讀行為。在辨識注音符號上，低分組幼兒在情境中從無法辨識注音符號進步到能辨識常出現或易辨識的注音符號，在去情境中從開始辨識注音符號的外型進步到能辨識注音符號；中間組幼兒在情境中和去情境中從課程初期有一半幼兒能辨識注音符號，到課程後期所有的幼兒都能進行辨識，有一半幼兒能辨識且能唸讀注音符號；高分組幼兒在情境中和去情境中都能辨識和認讀注音符號。而在注音認讀和聽音辨認測驗的結果為：全班幼兒在參與課程後都有顯著進步。
在覺察聲音組成上，低分組幼兒在情境中都無法覺察聲音組成，在去情境中從不能覺察進步到能覺察，但覺察的表現不穩定；中間組幼兒課程中期開始有一位幼兒能在情境中覺察，去情境中則從一半的幼兒進步到所有的幼兒都能覺察；高分組幼兒課程中期有一半的幼兒在情境中能覺察聲音組成，去情境中則從所有的幼兒都能覺察進步到覺察的表現更為深化。而在聲韻處理的測驗結果為：全班幼兒在參與課程後都有顯著進步。
在閱讀表現上，低分組幼兒整個研究都需要引導才能在情境中閱讀，在重述故事上從描述式序列進步到反應式序列；中間組幼兒從課程初期有一半幼兒能在情境中進行數字和圖像的閱讀，課程後期有一半幼兒能進行數字和圖像的閱讀，有一半幼兒可以運用注音符號進行菜單的閱讀，在重述故事上從行動式序列進步到完整式情節；高分組幼兒在情境閱讀中，從能運用注音符號是識字能力閱讀菜單和日期，到能閱讀複雜的團體討論內容，在重述故事上從反應式序列進步到完整式序列。在重述故事和書本文字概念的測驗結果為：全班幼兒在參與課程後都有顯著的進步。此外，低分組幼兒能將技巧導向習得的能力延伸到情境中的注音辨認，中間組的幼兒則將技巧導向習得的能力延伸到情境中閱讀，顯示技巧導向教學對於增進能力較弱幼兒的閱讀表現特別有助益。
實施平衡取向教學課程發展歷程為技巧導向觀點運用在上午例行性活動中的點名活動、唸謠、念讀點心名稱和下午進行一週二次的技巧導向教學，全語文觀點運用在晨讀、共讀和主題活動；而所面臨的問題和解決的策略為：幼兒能力懸殊大，給予幼兒一對一的教學；幼兒不熟故事結構教學，增加故事結構的教學；低分組的幼兒在無法在情境中獨立閱讀，給予明確的問題引導。

The purpose of this study was to examine children’s development of the reading-related skills in literacy curriculum and the process of teaching using a balanced teaching approach. This was a single case study. A kindergarten affiliated to an elementary school of the Northern Taiwan where the first author implemented this curriculum for three months.A teacher and twenty-three children whose average age was 5 years participated in this study. Researcher used pre-test to divide children into low, middle, and high groups. Three groups were observed in reading-related performance. According to their reading-related performance, researcher provided suitable teaching for them. Qualitative data was collected to understand children’s literacy development, including classroom observation, children’s story retelling, and learning worksheets. Pre-tests and post-tests were conducted before and after the curriculum to examine the effects of the curriculum. The tests included phonological awareness tests, phonological decoding tests （reading and recognizing phonetic symbols）, story retelling tests, and preschool print awareness assessment.
The results of qualitative analysis revealed that children learned phonological decoding, phonological awareness, and reading when participating in this curriculum. In the phonological decoding, the low group of children improve from identified error to identify easily or occurs often in context. The low group of children improve from identify the appearance of phonetic symbols to identify easily or occurs often without context.The middle group of children improve from the half of children could identify to all children could identify and the half of children could identify and read in context and without context. The high group of children could identify and read in context and without context.All children’s Wilcoxon test revealed that children had significant higher scores in post-tests in phonological decoding.
In the phonological awareness, the low group of children couldn’t aware entire research process in context. The low group of children improve from couldn’t aware to aware that the performance wasn’t unstable without context. The middle group of children improve a child could aware in the middle of the program in context. The middle group of children improve from the half of children to all children could aware without context. The high group of children improve half of children could aware in the middle of the program in context. The high group of children improve from all of children could aware to the performance was better without context. All children’s Wilcoxon test revealed that children had significant higher scores in post-tests in phonological awareness.
In reading, the low group of children needed researcher’s guidance entire research process in context. The low group of children improve from THEN reaction to AND reaction in story retelling. The middle group the half of children improve read with number and picture to read with phonetic in context. The middle group of children improve CAUSE reaction to complete story in story retelling. The high group of children improve read with number, phonetic and word to read more complicated content. All children’s Wilcoxon test revealed that children had significant higher scores in story retelling tests, and preschool print awareness assessment. In addition, the low group of children could use the skilled-based experience to recognize phonetic in context. The middle group of children could use the skilled-based experience to read phonetic in context. It revealed skill-based instruction was especially helpful for improving children whowas poor in reading performance.
The process of balanced teaching approach combined the skilled-based and whole language. The skilled-based used in naming activity, read poem, dessert’s name in the routine activity in the morning ,and skill-based teaching twice a week in the afternoon.The whole language used in independent read , read together and, theme activity. Reseacher faced and solved the problems that research provide one-by-one teaching for the different reading-related performance, increase story structure to help children to familiar with story ,and provide clear question to help the low group of children could read in context.

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