本研究旨在了解國小學童家庭閱讀環境、班級閱讀環境與閱讀態度之現況，並探討在不同家庭閱讀環境與不同班級閱讀環境下，學童閱讀態度之差異及相關情形。本研究使用問卷調查法，參考相關文獻，利用自編的家庭閱讀環境、班級閱讀環境及閱讀態度等量表為研究工具，測量受測者之家庭閱讀環境、班級閱讀環境、閱讀態度等變數，並以雲林縣國小的中、高年級學童為研究對象，回收有效問卷452份後，以統計方法進行分析之，研究發現:一、國小學童大致具有良好的家庭閱讀環境、班級閱讀環境及閱讀態度。二、不同性別與家庭狀況的國小學童之家庭閱讀環境有顯著差異；不同年段的國小學童其家庭閱讀環境無顯著差異。三、不同性別、不同年段的國小學童其班級閱讀環境有顯著差異。四、不同性別的國小學童其閱讀態度有顯著差異；不同年段、不同家庭狀況的國小學童其閱讀態度無顯著差異五、國小學生之家庭閱讀環境~家人對閱讀的支持、家人提供閱讀環境及家人閱讀習慣和班級閱讀環境~閱讀課程活動和同儕閱讀互動對閱讀態度有正面的影響。

The purposes on this study were to investigate family reading environment, class reading environment, and reading attitude of students in elementary schools, and to explore the differences among students’ family reading environment, class reading environment and reading attitude under different background variables. This study used questionnaires, refer to the relevant literature, the use of self family reading environment, classroom reading environment and reading attitude scale as a research tool, measuring by the family reading environment, classroom reading environment, reading attitude variables were measured, and the Yunlin County elementary of middle grade and high-grade students for the study, 452 valid questionnaires, the statistical method of analysis, the study found: Ⅰ. Roughly, elementary school students have good family reading environment, and class reading environment and reading attitudes. Ⅱ. Elementary school students of different genders and family structure show significant differences in family reading environment. Elementary school students of different grades show no significant differences in family reading environment. Ⅲ. Elementary school students of different genders and grades show obvious differences in class reading environment. IV. Elementary school students of different genders show significant differences in reading attitudes. Elementary school students of different grades and family structure show no significant differences in reading attitudes. V. Family reading environment of elementary school students in reading support, family members reading environment and family reading habits and classroom reading environment - reading reading curricular activities and peer interaction have a positive impact on reading attitude. Based on the results and conclusion from this study, the suggestions concerning many aspects like schools, teachers, parents, and future study are put forward.