本文採協同行動研究方式，探討一位國小資源班教師，在一位具有語言治療背景的研究者協助資料蒐集下，以建構取向的課程規劃為內涵，進行語文科教學的歷程與問題探討。 研究中所運用的資料包括：1.教學錄影錄音；2.教學者和觀察者日誌；3.學生言談及文件分析；4.普通班及其他資源班教師訪談，採質性研究方式進行。研究結果顯示：透過協同行動研究，不斷進行專業對話的歷程中，有助於彼此專業成長，而學生在此活動中，也展現驚人的進步，但也有瓶頸待突破。 根據上述研究結果，研究者提出一些具體的建議。

　　　　　The purpose of the study was to explore the kind of literacy activities and possible supporting strategies for resource room teachers to enhance literacy acquisition for students with learning difficulties. The study was undertaken through collaborative action research which involved mostly the resource room teacher and partly the researcher in planning the teaching strategies. Participant observation, researchers' diaries, student documents, audio- and video-recording and interviews were employed during the 2-month period study. The findings reveal that teachers and researchers' personal beliefs in language instruction and dialogues between professionals are important for each professional development. Students demonstrate highly valued learning potentials, though word attack skills and writing skills are yet to be improved; Suggestions and discussions are provided at the end of the article.