本研究旨在探索家長教育程度、閱讀態度和家庭閱讀活動對學生閱讀成就的影響，及此影響是否具有跨性別群體的恆等性。研究資料為臺灣地區「促進國際閱讀素養研究」（PIRLS 2006）資料庫，研究者以結構方程模式的多群組分析（multiple-group analysis）方法進行探究。結果顯示，家長教育程度、閱讀態度和家庭閱讀活動對於不同性別學生的閱讀成就之結構模型均具有良好適配。其次，測量恆等性分析支持模型有跨性別群體的效度。家長教育程度對學生閱讀成就影響的直接效果十分顯著，而間接效果則僅透過閱讀態度產生影響，且效果微弱。最後，本文提出對於台灣閱讀影響因素研究的建議。

By using Taiwanese 4,589 fourth-graders data from the Progress in International Reading Literacy Study (PIRLS) 2006, this study probed the influence of parental educational level, parental reading attitude, and current home reading activities on students' reading attainment. With the multiple-group analyses of structural equation modeling (MGSEM), we also examined the equivalence of these influential relations across gender. The results indicated that the hypothesized model was fitted data separately in male and female groups, and the strengths of relationships among the variables were similar. Parental education level substantially and directly linked to students'reading attainment. Its indirect effect only mediated by parental reading attitude and it was weak. Based on the research findings, the researchers address suggestions pertaining to reading research in Taiwan.