| Summary: | 碩士 === 國立臺東大學 === 教育學系課程與教學碩士班 === 99 === Thirty-two 7th-grade students whose English performance was ranked the last 2 in their classes in a junior high school participated in the study. They were randomly assigned to the experiment group and control group. In addition to their orginial English class, students in the experiment group received a supplemental remedial program in which four 40-minute 1-on-1 or 1-to-2 tutorial sessions were delivered for 10 weeks. The goals of the program were the English decoding skills. The 220 Dolch Sight Words and a DISTAR (Direct Instruction System for Teaching Arithmetic and Reading curriculum) were adopted as tutorial materials. As part of the course requirement, 27 college students, who were taking a course, entitled English Remedial Instruction, under the supervision of the professor and a teaching assistant, served as tutors in the experiment. The control group received no supplemental tutorial program.
The main findings are: 1. the experiment group outperformed the control group on the total number of sight words learned. In the experiment group, the average pretest and posttest scores were 41.19 and 182.63, which indicated a significant growth; whereas in the control group, the average pretest and posttest scores were 51.44 and 59.60. That is, only very limited growth was observed; 2. the experiment group also outperformed the control group on the curriculum-based measurement of DISTAR materials. Students in the experiment group recognized 73.9% target words; whereas those in the control group recognized only 42.8%; 3. the outcomes of the remedial program did not reflect on students
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