本文以讀寫素養為軸，說明臺灣國民小學至大學學生的閱讀興趣及其與閱讀素養的關係，其中特別介紹功能性與批判性讀寫素養，以及國民中學、高級中學和大學學生的讀寫素養表現。基本上，讀與寫的素養有關聯，國中程度以上可以掌握跨領域的功能性讀寫素養，高中程度可以掌握跨領域批判性讀的素養，而到大學才能進一步掌握跨領域批判性寫的素養。不論年級，閱讀興趣與閱讀素養有正向關聯，然由一般學生投資於閱讀的時間顯示閱讀興趣有加強之必要。如何透過興趣的培養提升讀寫素養，是教育實務上可以考量的議題。

Reading literacy by no means is top priority of 21st century education. Reading is not only basic skills; it is an indispensable tool for learning, for critical and creative thinking. This chapter discussed the transformation of defi nition of reading literacy, and introducing the framework of adult literacy indices and assessment. By reviewing literature, consulting with specialists, the framework of adult literacy indices was established, and functional literacy and critical literacy were distinguished in the framework, with the orientation of using reading and writing to solve real situation problems. Assessment items were then developed accordingly. It was found on average, junior high school students were capable of performing functional literacy across domains, and senior high school students were fi ne with critical reading literacy, and not till college level, students would show critical writing literacy across domains. Nevertheless, the relatively low percentage of reading for enjoyment among students requires more educational attention.