閱讀是未來二十一世紀人才的關鍵能力之一，且閱讀態度是個體發展閱讀能力、展現智慧的動力。然而，我國卻又瀰漫一股過於強調閱讀能力，反而忽略閱讀態度的風氣。因而引發研究者關懷該項議題─父母如何從小開始在家中培養孩子一顆願意喜愛閱讀的心。 故，本研究目的為探討家庭閱讀環境與幼兒閱讀態度兩者間之關係、以及不同背景變項下家庭閱讀環境和幼兒閱讀態度之差異情形。本研究以214對就讀台北市公立幼稚園大班幼兒及其父母作為研究對象，由研究者到校發放改編賴苑玲(2006)之家庭閱讀環境調查問卷，請園方代為轉交至父母填寫，並根據回收有效問卷後，採用Saracho(1988)發展的學前閱讀態度量表詢問幼兒他們對於閱讀活動的喜好程度。將父母與幼兒填寫完畢的資料進行統計軟體處理與分析。 研究結果顯示，社經地位愈高者，其家中的閱讀資源、家長閱讀行為等情形愈佳，但親子閱讀互動方面則無差異，且無論來自何種社經地位，幼兒的閱讀態度皆無差異。而女生在家中的親子閱讀互動較男生頻繁，但男女幼童的閱讀態度卻無差異。此外，家庭閱讀環境與幼兒閱讀態度也無顯著的相關性，其可能原因來自於家中親子閱讀互動不足、家長閱讀信念強調能力導向，或受幼兒個人內在因素等影響。因此，本研究建議低社經地位的家庭宜補強家庭閱讀資源、家長閱讀行為的部分，無論何種社經地位的家庭、幼兒的性別為何皆應同等重視親子閱讀互動。並且家長宜培養積極正向的閱讀態度，幫助孩子理解閱讀是種享受、樂趣，進而喜愛閱讀。最後，鼓勵父母親多關心幼兒在閱讀自我概念、閱讀行為、閱讀能力等方面的發展，以便培養幼兒更積極正向的閱讀態度。 / Recently, Reading is important to everyone, relating someone’s reading ability and so on. However, Taiwan thinks highly of reading ability and neglect the importance of reading attitudes.Therefore,researcher is interested in how to cultivate children’s reading attitudes by home reading environment.The purpose of this study was to know the relationship between home reading environment and Child’s attitudes for reading, regardless of socioeconomic status(SES) or the child’s gender.Subject, 214 students and their parents ,were given the Questionnaire of home reading environment and early reading attitudes scale. The results showed that the higher the socio-economic status, their home reading resources, and parents reading behavior are well, but there is no differences in parent-child reading interaction. And regardless of what socio-economic status, children's reading is no difference in attitude. Girls at home, parent-child interactive reading frequently than boys, but men and women with young children no difference between reading attitude. In addition, the home reading environment and child’s attitudes for reading doesn’t significant correlation, the possible reasons for the lack of parent-child interactive reading, parents emphasized the ability of faith-oriented reading, or by internal factors, such as children affected individuals. Therefore, this study suggests that low socio-economic status of the family wish to reinforce family reading resources, acts the part of parents to read, no matter what socio-economic status of families, children and sex should attach equal importance to both parent-child reading interaction. And parents wish to cultivate a positive attitude toward reading, help children understand that reading is an enjoyment, fun, and enjoy reading.

The interaction between parent, child and book during story-book reading is considered as one of the fundamental instruments required for children to acquire the important elements needed to learn how to read. Parents of grade one children are unsure of their new role in the reading development of their children because their children enter a new phase in their literacy development and reading becomes the centre of their learning activities. The main aim of this research is to compare and describe how parents of grade one children without learning disabilities and parents of children with learning disabilities, perceive their children’s participation in home reading activities. Thirty biological parents or legal guardians of grade one children without learning disabilities and ten of grade one children with learning disabilities were used to complete a questionnaire. The results indicated that although children without learning disabilities and children with learning disabilities have similar exposure to home literacy activities, children without learning disabilities become more fluent and efficient readers than their peers with learning disabilities. Children without learning disabilities prefer to be actively involved in the story-book reading act with their parents, whereas children with learning disabilities tend to be more passive and they prefer to engage less in reading activities due to their reading difficulties. The study highlights the importance of story-book reading for grade one children in both groups, as well as independent reading of story-books by these children. Suggestions for further research are provided. / Dissertation (MA (Augmentative and Alternative Communication))--University of Pretoria, 2008. / Centre for Augmentative and Alternative Communication (CAAC) / MA / Unrestricted

本研究之目的在於探討家庭閱讀環境、教室閱讀環境與幼兒閱讀成效之關係，以及不同家庭社經地位之幼兒其幼兒閱讀成效之差異情形。幼兒閱讀成效在本研究為一整體的概念，包括幼兒閱讀態度、幼兒閱讀行為與幼兒閱讀能力(聲韻覺識、識字、閱讀理解)。 本研究以130位就讀台北市公立幼兒園大班五足歲幼兒及其父母與教師作為研究對象。事先發放家庭閱讀環境問卷、教室閱讀環境問卷請家長與教師填，學前兒童閱讀行為檢核表亦請家長與教師協助完成。最後為130位幼兒進行一對一個別施測(幼兒閱讀態度、幼兒閱讀能力─聲韻覺識、識字、閱讀理解)。 研究結果顯示，家庭社經地位高者，其幼兒的閱讀行為、聲韻覺識達顯著差異，但無論來自何種家庭社經地位，幼兒閱讀態度、識字與閱讀理解方面則無顯著差異。此外，家庭閱讀環境與幼兒閱讀成效間無顯著的相關性；教室閱讀環境其構面僅「教師對閱讀的支持」與幼兒閱讀行為達顯著相關，其他構面「閱讀空間及資源」、「閱讀課程與活動」、「同儕互動」與幼兒閱讀成效無顯著的相關性。 本研究針對統計結果進行分析與討論，並對家長、幼兒園教師及未來相關研究提供建議，期待能對幼兒閱讀成效在家庭閱讀環境、教室閱讀環境中的培養有所助益。 / The purpose of this study was to understand the relationship among home reading environment, kindergarten classroom reading environment and Child’s effects for reading, regardless of socio-economic status(SES).Their Child’s effects for reading includes young children reading attitudes, young children reading behavior and young children reading ability. Their literacy includes phonological awareness, word recognition, and reading comprehension. A total of 130 five-year-old young children and their teachers from public kindergartens participating in this study in Taipei, were given the Questionnaire of home reading environment and kindergarten classroom reading environment for their parents and teachers, and checklist of young children reading behavior for their parents and teachers. At last, individual test Child’s effects for reading one by one had been conducted (including young children reading attitudes, young children reading ability─phonological awareness, word recognition, and reading comprehension.). The results showed that the higher the socio-economic status, the better their young children reading behavior, and phonological awareness, but there is no differences in young children reading attitudes, word recognition, and reading comprehension. In addition, the home reading environment and child’s effects for reading have no significant correlation. The kindergarten classroom reading environments and child’s effects for reading have no statistically significantly relationship, only 「Support-to-read teaches」and young children reading behavior have statistically significant relationship. In this study, statistical analysis of the results and discussion for parents, kindergarten teachers and future research recommendations, is looking forward to helping Child’s effects for reading in the home reading environment and kindergarten classroom reading environment.