本文以未接受正式讀寫教育但在四歲前就已經能流暢閱讀的資優幼兒做爲個案研究對象，透過訪談家長，回朔幼兒讀寫能力萌發的歷程，並瞭解幼兒在家中的讀寫經驗。研究結果顯示正向的家庭讀寫經驗和環境中豐富的閱讀素材，和幼兒閱讀能力發展有相輔相成的效果，但並非唯一的影響因素。此外，本研究也以多元智能的問題解決課程爲研究工具，記錄該幼兒在四到五歲間學習歷程的語文能力表現。結果顯示，幼兒在聽說讀寫各方面都有優秀的表現，且展露強烈的學習動機。其中表現最爲傑出的是對詞彙精準的解釋和運用能力。

This is a case study of a child who taught himself to read before he went to school. The subject of this study was able to read fluently at the age before 4 years. The researchers used the half-structure questionnaire to ask the mother to know about the literature experiences in the family. This research also recorded the performance of the child during the learning process of the gifted preschooler program─Cultivating Multiple Talents for Gifted Preschoolers. Based on the findings of this study, some suggestions were also raised.