背景：及早親子共讀能促進兒童語言、早期識讀技巧的發展以及入學後的學習成效。親子共讀的介入措施盼加強父母親在親子共讀的意願與能力。
目的：於嬰兒室與健兒門診持續推動親子共讀介入方案，並於實施前後評估父母親對親子共讀態度與技巧熟悉度的成效。
方法：類實驗研究的單組前後測設計，採方便取樣，以花蓮地區兩家醫院嬰兒室的新生兒父母親為對象，共75位。介入方案為親子共讀衛教與諮詢並贈送適齡童書，介入時間包含新生兒出院時、4個月與6個月時的健兒門診。以自擬的問卷收集人口學變項、家庭閱讀環境、父母親對親子共讀的態度與親子共讀技巧熟悉度。
結果：父母親在親子共讀態度與技巧熟悉度呈正相關（r = .39）；家中有無童書、親子關係、父母親的閱讀習慣可解釋32.0%的親子共讀態度變異量（R2 = .32）；家中有無童書與幼兒有無借書證可解釋44.0%的親子共讀技巧熟悉度變異量（R2 = .44）。方案介入後，父母親的親子共讀態度得分有顯著地增加（t= -5.14, p < .001）；技巧熟悉度亦呈現顯著增加（t = -7.52, p < .001）。
結論／實務應用：從嬰兒室出院以及健兒門診持續提供親子共讀衛教方案，能促進父母親親子共讀的態度與技巧熟悉度。

Background: Early parent-child shared reading has been demonstrated to promote the development of literacy, reading skills and learning achievement in young children. Parent-child shared reading intervention programs may strengthen the willingness and reading competence of parents.
Purpose: To explore the attitudes and skills related to parent-child shared reading before and after an intervention program conducted in a nursery room and outpatient pediatric clinic.
Methods: A single-group pretest-posttest quasi-experimental design was conducted. Seventy-five parents of newborns in the baby rooms from two hospitals in Hualien County were conveniently sampled. Parents who had just given birth received health education before discharge from the hospital from nurses focusing on the knowledge and skills of shared reading. Three age-matched picture books with reading fact sheets and consultation support were offered free to parents of children in three, respective, age groups (newborn, 4-months old and 6-months old) during parentchild visits to the pediatric clinic for regular health examinations and vaccinations. A self-designed questionnaire was administered to analyze the parents’ demographic variables, reading environment, parents’ attitudes toward parentchild shared reading, and familiarity with regard to parent-child shared reading skills.
Results: Parent-child reading attitudes were positively correlated with skill familiarity (r = .39). The presence or absence of children’s books at home, the parent-child relationship, and parental reading habits explained 32.0% of the variance in parent-child shared-reading attitudes (R2 = .32). The presence or absence of children’s books at home and the presence or absence of a library card for the child explained 44.0% of the variation in familiarity with co-reading skills (R2 = .44). Parent-child shared reading attitude scores (t = -5.14, p < .001) and skill familiarity of parents (t = -7.52, p < .001) both increased significantly after the intervention program.
Conclusions / Implications for Practice: Parent-child shared reading educational intervention programs may be used to improve parental attitudes and skills related to parent-child shared reading.