本研究旨在探討對話式閱讀對一般以及原住民幼兒語言能力之影響。本研究共有二個實驗，皆採準實驗研究之不等前測－後測控制組設計。研究一之研究對象爲40對大班幼兒及其家長。實驗組家長於實驗前需接受兩次每次一小時之對話式閱讀訓練。實驗時間爲九週，實驗組親子在實驗期間使用對話式閱讀之方式與孩子共讀，控制組則維持平常之共讀方式。實驗前後一週，兩組幼兒各接受修訂畢保德圖畫詞彙測驗－甲式及兒童口語表達能力測驗，三個月後再進行追蹤測驗。研究二對象爲17對原住民3-6歲幼兒及大學生。實驗時間爲4週，實驗過程同研究一，唯研究二只進行修訂畢保德圖畫詞彙測驗－甲式之前後測。研究結果發現：（一）對話式親子閱讀方式有助於一般幼兒詞彙理解能力之提升並具有持續性的效果（二）對話式親子閱讀有助於一般幼兒口語表達能力之提升並具有持續性的效果（三）非對話式閱讀方式對一般幼兒詞彙理解能力之提升沒有影響，而對口語表達能力之提升則有些微的效果。（四）對話式成人共讀方式有助於原住民幼兒詞彙理解能力之提升。

The present study assessed the impact of dialogical storybook reading on children's language abilities. In study 1, 40 parent-child dyads participated in the study. Subjects were assigned to experimental or control groups. The experimental group received one-hour dialogical storybook reading training twice. The control group read the same book without any intervention. The experiment lasted for 9 weeks. Children's receptive vocabulary and expressive language measures were conducted before and after the intervention, and 3 months after the treatment. In study 2, 17 3-6-year-old aboriginal young children participated. The experiment lasted for 4 weeks. Results indicated experimental group children in study 1 showed significant increases in receptive vocabulary and expressive language. The effect of dialogical storybook reading was still lasting three months after the intervention. Experimental group children in study 2 showed significant increases in receptive vocabulary.