This diploma thesis deals with the international project Bookstart and its potential for further development in the Czech Republic. The first part is devoted to terminology and definitions of pre-reading literacy, reading literacy and functional literacy. In addition, selected Czech and foreign projects promoting reading literacy are presented. At the end of the theoretical part of the thesis, attention is paid to the introduction of the project Bookstart, the experience with its course abroad, and mapping the pilot year of the project in the Czech Republic. The practical part of the thesis presents qualitative research in the form of two semi-structured interviews, and quantitative research conducted using an online questionnaire. Keywords Bookstart, children's reading, reading literacy, pre-reading literacy, literacy development, libraries

本研究旨在探討幼幼班母親在幼兒閱讀信念對於親子共讀之影響及關係。首先瞭解母親對幼兒閱讀信念與親子共讀之現況；其次分析不同背景變項對母親之幼兒閱讀信念與親子共讀之差異情形；第三則分析母親對幼兒閱讀信念與親子共讀之相關程度；最後，探討母親之幼兒閱讀信念對親子共讀之預測力。 本研究透過文獻探討以及問卷調查法來瞭解上述研究目的，改編之家庭問卷和父母親閱讀信念量表(Parental Reading Belief Inventory；PRBI)為研究工具。以台中縣私立托兒所幼幼班母親為研究母群體，以立意取樣方式抽樣21個鄉鎮市，共計29間私立托兒所之幼幼班母親為主要研究對象。共發出299份問卷，整體回收率有效問卷為76.92%。問卷回收後，使用SPSS12.0統計軟體進行描述性統計、信度分析、初探性與驗證性因素分析、獨立樣本t考驗、多變量變異數分析、單因子變異數分析、Scheff’e多重比較、皮爾森積差相關以及多元迴歸來分析資料。本研究主要結論如下： 壹、母親對幼兒閱讀信念最肯定共讀對幼兒之正向影響；大多數母親會在幼兒在三歲前進行共讀，且以經常或有時候的頻率進行，並為幼兒準備書籍，而幼兒也普遍喜愛親子共讀。 貳、不同變項對母親在幼兒閱讀信念與親子共讀之差異： 一、閱讀頻率越高之母親越會進行親子共讀、幼兒越喜愛共讀、越會為幼兒準備書籍。 二、高社經較低社經地位的母親較早開始進行親子共讀；但低社經地位的母親較中、高社經地位的母親較會為幼兒準備書籍。 三、有童年親子共讀經驗的母親更受「反向因素」的影響、更肯定「共讀對幼兒有正向影響」、會在幼兒更年幼時開始親子共讀；沒有童年親子共讀經驗的母親更會與幼兒進行親子共讀。 四、在家年齡排行「第四或其他」的幼兒較排行「第三」的幼兒更喜愛親子共讀。 參、母親整體幼兒閱讀信念越強、越不受反向因素影響、母親親子共讀效能感越高、幼兒開始共讀的年齡越小、其親子共讀頻率越高、幼兒喜愛共讀的程度越高、家中幼兒書籍量越多，但卻越沒有與幼兒共讀經驗。 肆、母親對幼兒閱讀信念之「反向因素」可預測母親「與幼兒共讀經驗」，但為負向；整體母親之幼兒閱讀信念可預測母親「與幼兒開始共讀年齡」、「親子共讀頻率」、「幼兒喜愛共讀程度」、「幼兒書籍量」，且皆為正向。 最後，研究者根據上述研究結論針對母親、未來之研究提出建議，以期對未來三歲以前之親子共讀推廣和研究有所助益。 / The main purposes of this study was to: (a)understand the current situation of the maternal literacy beliefs and mother-child book-reading; (b)explore the data of the maternal literacy beliefs and mother-child book-reading between different backgrounds and influencing factors; (c) analyze the relationship between these two variables; (d) explore the predictive power of the maternal literacy beliefs on the mother-child book-reading. To accomplish these purposes, the methods adopted were a comprehensive literature review and a questionnaire. Two scales were uses to measure the following constructs: “Family Survey”, “Parental Reading Belief Inventory；PRBI”. A total of 299 mothers of 2-3 years old children from 29 private pre-schools participated in this survey in Taichung County, and with an effective response rate of 76.92%. The questionnaire data were analyzed by descriptive statistics, Cronbach α coefficient analysis, explorative factor analysis, confirmative factor analysis, T-test, MANOVA, ANOVA, Scheff’e posteriority comparison, Pearson’s correlation analysis, and multiple regression analysis through the use of SPSS12.0 for windows. The major results were summarized as follows: 1.Mothers got the highest scores of Parental Reading Belief Inventory is Positive Affect to Child. Most of the mothers start book-reading with children before the age of 3. Mothers usually or sometimes reading to children, and prepare books for them. In addition, most of the children enjoy book-reading. 2.Maternal literacy beliefs and mother-child book-reading between different backgrounds and influencing factors： a.Mothers with higher reading frequency, spending more time reading to their children and preparing more books for their children. Children are more enjoy book-reading. b.High-SES mothers start to read to their children when children were younger than low-SES mothers do. However, low-SES mothers prepare more books for their children than middle-SES and high-SES mothers. c.Mothers with book-reading experience in childhood got higher scores of Positive Affect to Child and start to read to their children at younger age of children, but got lower scores of Opposite Factor. Mothers without book-reading experience in childhood would spend more time reading to their children. d.The forth or Later child is more enjoy book-reading than the third child. 3.Mothers got the higher scores on Parental Reading Belief Inventory, the less influence by Opposite Factor, the higher scores on Book-Reading Efficacy, the earlier start book-reading at younger age of children, the higher frequency to read to their children, children is more enjoy book-reading, the more books for children at home, but less book-reading experience with children. 4.Opposite Factor is predictable negatively Book-Reading Experience with Children. Maternal Literacy Beliefs is predictable positively Age of Child of Beginning Book-Reading、Mother-Child Book-Reading Frequency、Degree of Expressed Interest in Books of child、quantity of books for children. Keywords：mother、beliefs 、maternal literacy beliefs、0～3 years old、Mother-Child Book-Reading、Bookstart

近年來，嬰幼兒閱讀的議題在國內逐漸受到重視。2006年2月，信誼基金會與臺中縣政府、臺北市政府共同合作，正式在臺灣推行「閱讀起步走」。為了推動親子共讀，新北市亦於2009年開始實施「閱讀起步走」，除了致贈圖書禮袋外，並搭配親子共讀講座、新生兒故事活動、新生兒借閱證辦理等活動。 本研究目的希望可以透過對於活動執行者與參與者的調查研究，來檢視新北市辦理「閱讀起步走」之具體成效、參與者的滿意情形，以及活動執行者在活動辦理過程中所遭遇的困境，據以歸納相關經驗，提出未來發展建議供其他縣市辦理「閱讀起步走」計畫之參考。 本研究主要以問卷調查法與訪談法進行資料的分析。首先針對參與過「閱讀起步走」的嬰幼兒家長採隨機抽樣的方式進行活動滿意度問卷調查，共計有效樣本為250份；另擇選6位活動承辦人員與3位參與家長進行深度訪談，以得知活動執行者與參與者對於活動本身的實際看法。 研究結果顯示： 一、參與民眾與承辦館員普遍肯定「閱讀起步走」的政策與理念，並認為此活動有助於落實親子共讀觀念。 二、參與民眾對於館員的服務態度、活動內容的滿意度較高，對於活動的時間與場地安排、館舍硬體設備、館藏內容數量等滿意度較低。 三、參與民眾認為目前圖書館所採用的行銷方式在日常生活中並無法明確感受到，因此對於現行的行銷方式滿意度最低。 四、承辦館員在推動「閱讀起步走」時所遭遇最大的問題在於人力與宣傳的不足。 五、承辦館員認為影響活動辦理的因素為人力與空間環境。 六、各館在推動「閱讀起步走」時所需之協助為增加人力及官方統一宣傳。 本研究對於「閱讀起步走」未來的發展建議有： 一、充實嬰幼兒書籍館藏，提升閱讀品質。 二、家長學習課程可以團體型態的工作坊或讀書會進行。 三、整合目前的宣傳策略，由官方力量統一推動。 四、提升圖書禮袋發放的普及率。 五、持續推動相關政策，銜接目前所欠缺之閱讀階段。 / Over the years, reading for infants and toddlers has gained attention from the society. In February 2006, Hsin-Yi Foundation, by means of recruiting cooperative efforts from Taichung County Government and Taipei City Government, initiated Bookstart, a reading activity for parents and kids, in Taiwan. Three year later, New Taipei City started to execute Bookstart, including a good number of funny, inspiring activities such as granting participants with a “Bookstart Pack”, holding parent-kid reading seminars, story-reading for newborns and applying for library cards for newborns. The study aims to conduct a survey among in-charge librarians and participants, and evaluate the actual effects of Bookstart executed in New Taipei City, including to what extent participants are satisfied with the activities, and the problems or predicament encountered by in-charge librarians in the process of implementation. By so doing, the study induces relevant experiences and offer suggestions for other counties or cities that intend to execute the program of Bookstart in the future. The study undertakes the analysis of the data with questionnaire investigation method and interviewing method. To start with, by means of random sampling, a questionnaire over satisfaction is conducted among the parents with young-aged kids who have participated in Bookstart; effective copies were 250. Meanwhile, 6 in-charge librarians and 3 parents were selected to take in-depth interviews, so as to better explore the thoughts and ideas of the aforementioned people. The research results have indicated that: 1.The participating citizens and librarians all give approval for the notions of Bookstart, thinking it beneficial to the promotion of parent-kid reading. 2.The participating citizens have a better satisfaction over the librarians’ attitude of service and the content of the activity, yet their satisfaction for the time and venue of the activity, the hardware facilities of the library and the quality and quantity of the stock is relatively low. 3.Participated citizens do not think the promotion adopted by the library has been well received in everyday life, and hence have the lowest satisfaction for current promotion. 4.The most serious problems facing up to in-charge librarians were short of manpower and insufficient promotion. 5.In-charge librarians regard the factors that affect the quality of activities as manpower and the environment of the library. 6.The assistance needed in promoting Bookstart includes “adding manpower” and “a packaged promotion by the government”. Hence, the study offers suggestions for the future development of Bookstart as follows: 1.Enrich the collection of books for infants and young children to enhance reading quality. 2.Parents learning courses can group types of workshops or study will be conducted. 3.The current promotion strategies shall be incorporated, and the activity should be promoted by the government as a package. 4.To enhance reading the penetration rate paid by the Bookstart packs. 5.Related policies should be publicized in the future, so the new program can be connected with the current one by adding a “reading phase”.