家庭社經地位、家長閱讀態度與個人閱讀特質對閱讀成就之影響-以PIRLS 2006 臺灣為例

Abstract

This study is to investigate Taiwan 4th grade of elementary school students’ Family socioeconomic status, parents’ reading attitude, personal reading characteristic and reading achievement. And further, it is to find out the relationships and to explore the model among Family socioeconomic status, parents’ reading attitude affect reading achievement through personal reading characteristic. This study is base on evidence from Taiwan PIRLS 2006(Progress in International Reading Literacy Study, PIRLS) the respondents of this study are 4th grade students of elementary school. It is mainly based on questionnaires and reading tests. In terms of the questionnaire, 150 schools were collected; 4,589 respondents participated in reading tests. The results of this study are as follows: 1. Girls’ reading attitude, self-concept and reading achievement are higher than boys’. 2. Students’ family socio-economic status and parents’ educational degree are higher, their reading achievement is better. 3. Students’ reading attitude and self-concept are higher, their reading achievement is batter. 4. Parents’ reading attitude affects reading achievement through personal reading characteristics. 5. Parents’ reading attitude is higher; students’ reading achievement is batter. 6. Students’ family socio-economic status is higher, their reading attitude and self-concept are higher. 7. Parents’ reading attitude is higher; students’ reading attitude and self-concept are higher.