關鍵字：行動研究、拼讀教學、拼讀策略、補救教學、歌曲、桌遊 ;The study aimed to explore the effects of learning English by using letter-set songs and board games on phonics remedial teaching. Action research and design-based thinking were employed in the study. There were five fifth graders in the phonics remedial program lasting for 12 weeks in the study. Data on academic achievement, learning attitude, teaching processes and teaching reflections were collected. The teacher as a researcher kept on collecting quantitative data, observing students’ learning, reflecting teaching and, applying the teaching modification. When teaching circles end, suggestions based on the processes are provided. The results of the study are as follows: 1. The modified teaching processes of the phonics remedial teaching include that: (1) Teachers should make the playing time flexible to overcome the difficulty of the lack of practice. (2) Teachers should apply different teaching strategies to lower students’ affective filters and overcome the lack of phonics skills. (3) Grouping and differentiated teaching should be adjusted to overcome difficulties of students with different achievement performance. (4) Classroom management should be adjusted to establish a learning environment when a class lost control. 2. According to students’ performance on pre-tests and post-tests, the classroom observatons toward students revealed that the application of the letter-set songs and board gamse on phonics remedial instruction in class can improve students’ English learning effects. 3. Researcher’s growth and reflection include that: (1) Teachers’ feedback and peer learning improve learning attitude of low achievers. (2) Teachers should give students strategies according to students’ traits. (3) Teachers should know what students need and support students’ learning. Lastly, based on the results of the research, suggestions for applying letter-set songs and board games on s remedial instruction and for future work were provided.
