本研究根据读写萌发的观点，旨在教导教师如何在创设的学习环境中，指导澳门的四岁幼儿阅读预测性图书，并能达致阅读理解。在教师运用「交互教学法」进行全班故事阅读指导后，幼儿对「交互教学法」中的四个阅读策略，即提问策略、澄清策略、预测策略和总结策略，都能有所认识，从而逐步学习阅读。为了在阅读角实施行动研究以鹰架学生的阅读发展至更高水平，本研究参考Feldman的「非普遍性理论」，创设了评核的概念模型。根据这个评核模型，研究设计了以故事书评量和故事板评量为主要评核工具的综合评核系统，以期评核能兼具评核学习和促进学习的评核两种功能。然后，研究运用Messick的「统一建构效度理论」对系统加以验证，证明了本研究所使用的综合评核系统有甚高的信度和效度。研究受EFQM 模式的启发，结合课例研究取向，证明在五个月的实验研究中，学校重构和教师专业发展两方面都能有所裨益。这是本研究另外一个主要的目的。透过对运用Senge所提出的建构学习型组织的五项修练进行分析，并使用于幼稚园后，幼稚园在学校组织文化、教师赋权增能和学校组织效能都有所提升。此外，教师在课例研究中所提出的七个专业发展范畴，亦有所成长。研究的贡献可以从三个层次加以阐释。在认识论层次，首先，正确认识集体性反思并将其系统化为一个基于课例研究的教师专业发展模式。其次，正确认识教师自我效能感来源和具集体性反思特点的教师专业发展机制。最后，本研究吸收了西方语言系统中读写萌发的优点，应用于中文语言系统中。在概念化层次，研究整合了不同的概念模型，例如在品质管理方面和萌发式阅读理解方面，以指引研究的进行。在方法论层次，本研究采用了课例研究取向的实验模式，在幼稚园阶段使用。一方面，设计与阅读指导紧密结合的综合评核系统；另一方面，为不同能力的幼儿在其最近发展区，提供有效的鹰架，让其能沿着萌发式阅读理解的四个里程碑，一步一步发展。

Based on the emergency literacy perspective, this study sought to instruct 4-year-old children in Macao to read predictable storybooks with comprehension in specially designed learning environments. Using the reciprocal teaching methods in whole-class storybook instruction, children became familiarize themselves with the four reading strategies, i.e. questioning, clarifying, predicting, and summarizing so as to pave their way to learn to read. In order to scaffold children after the reading instruction to higher levels of reading comprehension using action research at the reading corners, an assessment model based on Feldman’s Non-universal Theory was conceptualized. In accordance with this assessment model, storybook assessment and storyboard assessment were designed and integrated into an Integrated Assessment System that possesses the dual functions of “assessment of learning” and “assessment for learning”. Using Messick’s construct validation procedures, the Integrated Assessment System was shown to exhibit high levels of reliability and validity.Inspired by the EFQM Model and the adoption of the lesson study approach, this study demonstrated that both school restructuring and teacher professional development were achievable within a 5-months experimental period. This was another main aim of the study from the school’s perspective. Analyzed using Senge’s five disciplines in the formation of a learning organization, the kindergarten under this study could be shown to have enhanced in organizational culture, teacher empowerment, and organizational effectiveness. In addition, the seven pathways of teacher professional development as promised in the lesson study approach were also established in the present study.The success of the present study can be analyzed at three levels. At the epistemological level, based on an appropriate understanding of collective reflection, the study began by designing a model of teacher professional development using the lesson study approach. Then, the study analyzed sources of teacher self-efficacy and mechanisms underlying teacher professional development which exhibited characteristics of collective reflection. Lastly, this study was able to reap the benefits of emergent literacy research in western language systems and had them applied in the Chinese language system. At the conceptual level, this study was able to integrate various fruitful conceptual models to guide conduct of enquiry, e.g. quality management and emergent reading comprehension. At the methodological level, this study was able to adopt a lesson study approach at the kindergarten level and designed an Integrated Assessment System that relates reading instruction and assessment closely on one hand, and scaffold children of a spectrum of learning abilities at children’s zone of proximal development along the four milestones of story reading comprehension on the other.