國小學生家庭環境、閱讀動機與學生閱讀成就之關係─以PIRLS 2006香港、新加坡、台灣為例

本研究透過PIRLS 2006學生及家長資料庫來探討香港、新加坡、台灣家庭環境、閱讀動機與閱讀成就相關性，並透過描述統計、相關分析、迴歸分析及路徑分析來進行資料的分析。本研究主要發現為(一)家庭環境對閱讀動機有顯著影響。家庭社經地位愈高與家中閱讀活動愈頻繁，其子女的閱讀動機愈高；(二) 家庭環境對閱讀成就有顯著影響。家庭社經地位愈高與家中閱讀活動愈頻繁，其子女的閱讀成就愈高； (三) 子女閱讀動機愈高，其閱讀成就愈高。根據上述研究結果，提出建議為(一) 給家長建議：多參與學童學校閱讀活動、增加家庭閱讀活動頻率、多帶學童上圖書館、以電影或故事增加學童的閱讀動機與見聞；(二) 給教育者建議：提升學童的內在閱讀動機、增加閱讀的深度及廣度、增加學校圖書館藏書量；(三) 未來研究建議：選取不同的研究對象、增加不同研究變項、輔以質性研究增加研究深度。

關鍵字

家庭活動；閱讀成就；閱讀動機； PIRLS

並列摘要

The study uses PIRLS 2006 student and parent database to explore the relationship between home environment, reading motivation and reading achievement of three areas. Statistical methods such as descriptive statistics, correlation analysis, regression analysis, and path analysis were used. Major findings of this research include: (1) there is a significant positive correlation between home environment and reading motivation; (2) there is a significant positive correlation between home environment and reading achievement; (3) there is a significant positive correlation between reading motivation and reading achievement. Based on these findings, I also offer some suggestions for parents, educators, and future studies. First, I suggest parents to accompany children to read, to increase the frequency of reading activities at home, and to go to the library with children. Parents also can stimulate their children’s reading motivation by going to movies with them or reading stories to them. Second, for educators, I suggest them to raise the reading motivation of children, to deepen the reading articles, and to widen the reading contents. In addition, I suggest educators to extend the collection of books in school library. Finally, for future researchers, I propose them to investigate surveys of other areas, to explore other potential variables, and to recommend further findings by using both qualitative and quantitative methods.