The indigenous children in Taiwan were lag behind their non-indigenous peers on science achievement (Tsai & Lin, 1992; Huang, 2006).  One contributing factor is their difficulty on comprehending science texts (Kao, Chang, Hsu, & Lin, 2012).  A significant gap was found between the indigenous and non-indigenous Taiwanese students in the major components of reading, e.g. Chinese character recognition, fluency, vocabulary, listening comprehension and reading comprehension (Chen & Hung, 2011; Kung, Pai, Su, Wu, 2012; Lu, 2016).  Looking for effective ways to teach indigenous children to understand science texts is one important issue of indigenous science education. 

Research indicates that the proficient readers use reading strategies purposefully for constructing meaning of what they read (Paris, Wasik, & Turner, 1991), while readers who are not strategic often encounter difficulties in their reading (Paris, Wasik, & Turner, 1991).  It is understood now that reading strategy Instruction is important for struggling readers, because they are unlikely to discover these strategies on their own (Piloniet, 2010).  Reading strategy instruction should be able to foster indigenous children to become active readers who are in control of their own reading and, therefore, to enhance text comprehension.

Culturally responsive teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Au & Carroll, 1997; Gay, 2000).  Studied found that instructions that are responsive to the indigenous children’s culture and experiences were effective in enhancing their self-esteem, positive classroom behaviors and engagement, and academic achievement (Castagno & Brayboy, 2008).  

The purposes of this study are threefold:

(1)  To develop a culturally responsive science reading instruction for children of Paiwan, an indigenous tribe in Taiwan;

(2)  To examine the effects of the instruction on Paiwan children’s performance on Chinese character recognition, fluency, vocabulary, and comprehension. 

(3)  To explore the attitudes of Paiwan children toward the instruction.

Au, K. H., & Carroll, J. H. (1997). Improving literacy achievement through a constructivist approach: The KEEP demonstration classroom project. The Elementary School Journal, 97(3),203-221. Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for indigenous youth: A review of the literature. Review of Educational Research, 78(4), 941-993. Huang, C.S. (2006). Combining ZPD and scaffolding teaching strategies on aboriginal students’ concept of literal symbol. Chinese Journal of Science Education, 14(4), 467-491. Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York,. Teachers College Press. Kao, H.L., Chang, C.Y., Hsu, W. M. & Lin, C. L. (2012). Closing the learning gap: Developing Paiwan elementary school and kindergarten mathematical and science instruction model (Pek-msim) and pubic science activities (Pek-psa). Project Report of National Science Council. NSC 99-2511-S-153-001和NSC 100-2511-S-153-001 Chen, S.L. & Hung, L. Y. (2011). The number of characters of students in Remote villages of the most disadvantageous area of eastern Taiwan. Bulletin of Educational Psychology, 43(Special Issue on Reading), 205-226. Fisher, D., & Frey, N. (2011). Best practices in content-area instruction. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (4th ed.). New York: Guilford. Kung, S.H., Pai, Y.L., Su, Y.F., & Wu, C.J. (2012). Chinese reading literacy in Atayal and Han junior high school students in a remote area of Taiwan. Contemporary Educational Research Quarterly, 20(2), 135-169. Lu, I. C. (2016). Examining Taiwanese indigenous children's development in four reading components. Paper presented in The Asian Conference on Education & International Development 2016. Kobe, Japan, April 3-6. Pilonieta, P. (2010). Instruction of research-based comprehension strategies in basal reading programs. Reading Psychology, 31, 150-175. Ladson-Billings, G. (1994). The dreamkeepers. San Francisco: Jossey-Bass Publishing Co. Paris, S.G., Wasik, B. A., & Turner, J.C. (1991). The development of strategic readers. In R. Barr, M. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research, 2nd ed., (pp.609–640). New York: Longman. Tsai, C.H. & Lin, T. S. (1992). A study on teachers training of indigenous education. Taipei: Ministry of Education.