本研究旨在探討實施親子共讀課程與家長閲讀信念、共讀行爲及幼兒語 言能力的關聯情形。本研究以10位3-6歲的幼兒及其家長爲研究對象，共進 行8次親子共讀課程，家長方面以訪談法和問卷調查法爲主要資料收集方式， 幼兒方面則於課程前後分別完成修訂畢保德圖畫詞彙測驗(PPVR-R)。在完成 8次親子共讀課程後，獲致之主要研究結果如下：
一、家長閲讀信念方面：參與家長表示在閲讀<忍知上，家長表示更願意提早 進行親子共讀及增加共讀時間和頻率，且願意以平等互動的討論，取代 由上而下的傳遞方式；而在閲讀情意上，家長更重視共讀時與幼兒情感 的連結及幼兒閲讀習慣的培養。
二、家長共讀行爲方面：1.在閲讀行爲上，有四成家長延長與幼兒共讀的時 間，三成家長增加使用圖書館或書店的頻率，並且擴大選書的類型，將 選書權還給幼兒。同時，家長會爲幼兒解釋不理解的詞彙及提醒幼兒注 意圖與文字的關聯，並會依照幼兒狀況調整解説故事内容的難易度；2. 在互動類型上，家長會增加「要求評價」、「要求預測」、「要求覆誦」、
「給予文字教導」和「戲劇化表達」等5種親子共讀互動類型，而減少「要 求認字」和「給予注音符號教導」等2種親子共讀互動類型。
三、幼兒語言能力方面：有超過半數幼兒的語言能力在聽、讀詞彙測驗的表 現上有明顯進步；而家長認爲親子共讀對幼兒詞彙能力及語句結構完整 兩方面特別有幫助。研究進一步分析發現，幼兒語言進步因素主要是家 長增加共讀時間及清楚描述故事中人事物特徵和提供幼兒表達的機會， 並且爲幼兒提供正確讀法與解釋。

This study aims to understand the effects of a specific parent-child reading program. The researcher conducted a discussion of changes of parental reading beliefs, parent-child reading behavior and children’s language competence. This study employs the research method of questionnaire surveys and semi-structured interviews. The participants of this study were 10 parents and their preschool children.
The findings of this study are as following:
1. The change of parental reading belief: (1)In cognition, parents express their willingness to apply a parent-child reading program to younger children and increase the parent-child reading time and frequency. The communication will become a dual-way instead of one-way delivery. (2)In affection, parents put more focus on children’s reading interests and sharing of content.
2. The change of parent-child reading behavior: (1)Parents increase the parent-children reading time and increase frequency in use of the library and bookstore.
(2)Parents choose different types of books, and respect children’s choices.
(3)Parents reduce teaching of words and bopomofo to children , but they provide correct explanations when necessary. (4)Parents encourage children to discover the relations between pictures and words. (5)Parents express the feeling of major characters in the stories to children , encouraging more discussions.
3. The change of children’s language competence: Parents think the parent-child reading can improve children’s vocabulary and their grasp of complete sentences. From a verbal measurement tool, we found that oroerr 50% of the children indeed improve their verbal skills in listening and reading through the parent-child reading program. Parents express the feelings of major characters in the stories to children, and provide correct explanations when necessary. They also provide opportunities for children to express themselves and explore their imagination.
According to the results of this study, suggestions are provided for other researchers, parents, and administrators for kindergartens and government officials.