The purposes of this research were¡G¡]1¡^to uncover the present status about reading motivation, reading attitudes, reading behaviors, and Chinese academic achievement of elementary school students;¡]2¡^to analyze the differentiation on reading motivation, reading attitudes, reading behaviors, and Chinese academic achievement based on different background variables of students;¡]3¡^to realize the correlativity among reading motivation, reading attitudes and reading behaviors ;¡]4¡^to explore the predictability in elementary school students¡¦ Chinese academic achievement on their reading motivation , reading attitudes and reading behaviors; and¡]5¡^to offer feasible suggestions according to the results. This research adopted questionnaire method to collect information about reading motivation, reading attitudes, reading behaviors, and Chinese academic achievement of students of public elementary school of Kaohsiung City. Questionnaires were given to 871 students of 28 classes from 14 schools and 848 of which were valid. Three major instruments, i.e. Reading Motivation Questionnaire, Reading Attitudes Questionnaire, and Reading Behaviors Questionnaire, were designed to collect data, which was later analyzed by means of percentage frequently distribution, t-test, one-way ANOVA, Pearson¡¦s product-moment correlation and Stepwise multiple regression. The major results were summarized as follows¡G 1. A majority of the students in Kaohsiung City ranked high on reading motivation and reading attitudes, yet low on reading behaviors. Chinese academic achievement of elementary school students varied on a large scale. 2. Provided different student background variables, i.e. sex, grade, and social economic status, there were significant differences on student¡¦s reading motivation, reading attitudes, reading behaviors, and Chinese academic achievement, except reading behaviors on variable grade. 3. Significant correlations were found among students' reading motivation, reading attitudes and reading behaviors. 4. In general, the intrinsic motivation was the best predictor of Chinese academic achievement. In accordance with the results of this research, suggestions concerning aspects of the authorties, schools and parents were put forward. Follow-up studies were also proposed.