Regarding to the first research question on how the CBRT instruction affected the sixth graders’ learning of oceanic knowledge, the results of the study revealed that CBRT helped improve students’ oceanic knowledge through repeated reading. Through repeated reading the same text, learners have the opportunity to practice and reinforce the relationship between letters and sounds, thereby becoming more proficient in decoding words. As students can read the text at a proper speed that will not overload the short-term memory, they can view the text as a composition of meaningful phrases or sentences, which is one of the paramount abilities for reading comprehension (Moyer, 1982; Richards, 2000; Taguchi & Gorsuch, 2002).

In respect to the second research question on how the CBRT instruction affected the sixth graders’ learning of vocabulary knowledge, the researcher found that CBRT had divergent effects on different aspects of vocabulary knowledge, particularly in spoken forms. Two main reasons can be proposed to explain this finding.

First, with repeated reading, CBRT provided students with abundant opportunities to listen to the correct pronunciation of target words as well as to practice pronouncing them.

Another reason for the improvement of spoken forms can be explained by the use of cooperative learning in CBRT. In cooperative learning, students were group heterogeneously. With the attempt to perform the CBRT script, it was observed that high-achievers would help low-achievers to read the script either through modeling the pronunciation or by teaching the pronunciation via phonics taught in the classes before. In the interview, students also said that CBRT made the learning environment less anxious and much friendly, in which students could receive immediate support either from the teacher or teammates and were only responsible for reading their own lines, so they were more willing to participate in the practice.

To address the third research question regarding the difficulties or challenges for the teacher to implement the CBRT instruction, two problems were discovered. First, without the experience of cooperative learning, students showed difficulties to work with others effectively and efficiently. As a result, it was frequently found that some students chatted with others or worked individually during group practice. Low cooperation between students might further decrease the effectiveness of students’ learning (Hsieh, 2017; Lin, Y. J., 2016; Lai, 2014; Ou, 2013).　Secondly, the researcher found that it was overwhelming for an English teacher to handle students’ learning in English as well as in other content areas, such as science. To deliver a content subject in English, teachers are required to equip with knowledge in a specialized field along with knowledge of the English language. However, English teachers in Taiwan are mainly trained to equip with knowledge of English and knowledge of delivering English in accordance with the ability or interests of learners. That is, English teachers’ knowledge of other subjects tend to be insufficient and incomplete (Savić1, 2012).