本研究以2018PISA資料探討各國移民與本地子女家庭經濟社會文化地位（Economic, Social and Cultural Status, ESCS）、學生特質和閱讀學習成就之因素，並分析兩群子女閱讀學習成就和相關因素差異，以及臺灣兩群子女學習表現的國際相對地位。獲得以下結論：一、本地生與移民子女在閱讀學習成就、家庭ESCS、期望讀大學、閱讀素養、閱讀困難、任務動機、任務目標都有明顯不同，本地生閱讀學習成就明顯高於移民子女25.87分，而移民子女閱讀困難則明顯高於本地生。二、本地生的家庭ESCS愈高，學生閱讀學習愈好，而任務目標愈高，閱讀學習成就愈低。三、移民子女家庭ESCS愈高、期望讀大學、任務動機愈高，閱讀學習成就愈好，其中家庭ESCS對閱讀學習表現影響力最大。四、臺灣本地生高於移民子女76分，在72個國家兩群子女分數差異排名第六，代表臺灣移民子女閱讀學習成就低於本地生相當明顯。臺灣兩群子女家庭學習資源差異，在72個國家排第25位，本地生學習資源明顯比移民子女家庭多。臺灣移民及本地生家庭ESCS低於各國平均水準，但閱讀學習成就各高於平均水準有40分及24分。本研究貢獻在於分析72個國家的本地與移民子女閱讀學習表現發現，家庭學習資源是兩群子女閱讀學習表現的重要因素，但移民子女期望獲得高教育程度與閱讀學習是關鍵因素。針對結論深入討論，提出具體建議。

This study used 2018 PISA data to explore the economic, social and cultural status (ESCS) of immigrant and native children’s families, factors of student characteristics and reading learning achievement, and analyzed the differences between the two groups of children’s reading learning achievement and related factors, and to research the international relative status of the academic performance of two groups of children in Taiwan. The following conclusions were obtained: 1. There were significant differences between native students and immigrant children in reading learning achievement, family ESCS, university expectations, reading literacy, reading difficulties, task motivation, and task goals respectively, and native students’ reading learning achievement was significantly higher than that of immigrant children. 25.87 points, and the reading difficulties of immigrant children were significantly higher than that of native students. 2 The higher the ESCS of native students, the better the students’ reading learning, and the higher the task goals, the lower the reading achievement performance. 3. The higher the ESCS of the immigrant children’s family, the higher the expectation of college, the higher the task motivation, the better the reading learning achievement, and the family ESCS had the greatest influence on the reading learning performance. 4. Taiwan native students scored 76 points higher than immigrant children, ranking sixth in the score difference between the two groups of children in 72 countries, that is, Taiwan immigrant children’s reading and learning achievements were significantly lower than that of native students. Taiwan ranks 25th out of 72 countries in terms of differences in learning resources between the two groups of children. Native students had significantly more learning resources than immigrant families. The ESCS of Taiwanese immigrants and local families was lower than the national average, but their reading achievement was 40 points and 24 points higher than the average. The contributions of this research lied in finding from the reading performance of native and immigrant children in 71 countries that home learning resources were important factors for the reading performance of both groups of children, but immigrant children’s expectations of higher education and reading learning were also key factors. In-depth discussion of the conclusions and specific suggestions were put forward.