本研究分析新移民之背景因素、閱讀能力、及其子女之國語文成績之影響因素。樣本來自北部兩所及中南部三所國小學童之母親，與北部兩所國小學童，並以TOCFL基礎級閱讀測驗為測量工具，對新移民母親，進行閱讀能力的測試，並以問卷調查所得之家庭背景與社經地位，採統計分析，比對母親閱讀能力與其子女的國語文成績。研究發現新移民母親的閱讀能力與其子女的國語文成績雖不具相關性，但家庭背景與社經地位的諸多因子卻與新移民母親的閱讀能力與子女的國語文成績具有影響。最後，基於研究結果，提出對政府、教育行政相關單位，以及新移民家庭的具體建議。

This study, based on new immigrants’ backgrounds, reading ability, and their children’s Chinese language scores, was designed to make analyses. The subjects of this study come from new immigrant mothers and their children. The new immigrant mothers from five primary schools—two from northern part of Taiwan, three from central southern part—and primary school children from northern part participated in this study. The instruments adopted in this study included TOCFL and questionnaires. TOCFL was used to evaluate the reading abilities of new immigrant mothers. Questionnaires were adopted to investigate new immigrant’s family backgrounds, and their socio-economic statuses. After descriptive statistics were computed, reliability as a measure of internal consistency was calculated. From the study we found that there is no correlation between the reading ability of New immigrate mothers and their children’s Chinese language scores. However, we found some factors of family background and SES affect new immigrant children’s Chinese language scores and their mother’s reading abilities. Finally, based on the results of the research, specific suggestions are provided for the families of new immigrants from the government and educational administration related units.