圖畫書的近文本架構有助於讀者閱讀時產生意義的論點廣受學者肯定，但先前的研究顯示近文本仍是教師與兒童共讀時經常忽視的部分。本研究在探討職前教保老師與兒童共讀時，使用近文本架構做為輔助共讀圖畫書的兒童進入故事世界的建構歷程。研究對象為配對共讀的42對職前教保老師和4-5歲的兒童，錄影並轉錄共讀圖畫書之口語互動歷程。研究結果顯示職前教保老師僅使用近文本架構中的封面，運用封面提供的角色、背景、情節、關鍵要素及文本類型等故事訊息引導兒童進入故事，但這些職前老師忽略了圖畫書中其他類型的近文本。研究結果指出職前教保老師需要更審慎的觀察圖畫書中的近文本，更覺察近文本中隱含的線索，以促使年幼讀者更能充分理解，同時更投入圖畫書的敘說世界中。

While scholars have recognized the meaning making potential offered by the peritext of picturebooks, researchers had observed that too often during readalouds in the classroom teachers pay minimal attention to the peritext. The study focused on the peritextual features that pre-service preschool teachers used to build a framework for stepping into story worlds during picture books sharing with children. 42 pre-service teacher-child dyads were videotaped as they shared a picture book together. Research results showed that the pre-service teachers focused on front cover as the only peritextual feature. The front cover offered story information such as characters, setting, plot, key elements and genre, but these pre-service teachers overlooked the other peritex of story books. The findings indicated that pre-service teachers need to discover through careful scrutiny of the peritext of books and become conscious of the clues tucked away in the peritext and thus foster in their young children a richer understanding and fuller engagement with the narrative.