本研究旨在瞭解不同背景學步兒在氣質、家庭閱讀環境與閱讀興趣的差異，並檢測氣質、家庭閱讀環境對閱讀興趣的影響。本研究對象為102名皆在家中排行老大的27個月大學步兒與其主要照顧者。研究者透過問卷調查來收集相關的資料。研究工具包括：學步兒基本資料、1~3歲學步兒氣質量表、家庭閱讀環境問卷以及閱讀興趣問卷。以SPSS19.0中文版套裝軟體進行統計分析後，本研究獲致之主要研究結果如下：
一、 本研究受試女生在趨避性的氣質向度上得分較男生高，達顯著差異，亦即女生在面對新的刺激或事物時，較會出現拒絕的反應。
二、 低社經家庭的學步兒比起高社經家庭的學步兒，其開始共讀的時間較晚；且比起中、高社經家庭的學步兒，其親子共讀的頻率較低。
三、 不同性別、家庭社經地位的學步兒在閱讀興趣上沒有顯著差異。
四、 學步兒氣質與家庭閱讀環境能有效預測其閱讀興趣，其中以「家長閱讀情意」、「分神度」、「家長閱讀認知」、「購買寶寶新書的頻率」及「堅持性」對閱讀興趣達顯著預測力。學步兒家長閱讀情意、認知愈正向、分神度愈低、購買寶寶新書的頻率愈高、堅持性愈高，則閱讀興趣愈高。
研究者針對上述研究結果加以討論，並據以提供給家長與未來研究的建議。

一、中文部份
王珮玲（民88）。幼兒氣質研究。台北市：心理。
王珮玲（民92）。兒童氣質：基本特性與社會構成。台北市：心理。
王珮玲（民84）。幼兒氣質類型與幼兒社會行為關係之探討。台北市立
師範學院學報，26，117-144。
王秀枝（民92）。兒童氣質與知覺父母教養方式關係之研究(未出版碩
士論文)。國立嘉義大學，嘉義市。
李苑宜(民98)。幼兒色彩偏好與氣質之研究(未出版碩士論文)。國立
臺灣師範大學，台北市。
李彥霖(民96)。幼兒氣質與其食物選擇知覺之相關研究(未出版碩士論
文)。國立臺灣師範大學，台北市。
李素足(民89)。台中縣市國小中、高年級學童閱讀動機的探討(未出版
碩士論文)。國立台中教育大學，台中市。
余年梅(民96)。幼兒氣質對其關係攻擊行為之影響(未出版碩士論
文)。國立臺灣師範大學，台北市。
吳明隆（民94）。SPSS統計應用學習實務：問卷分析與應用統計。台
北市：知城。
林生傳（民82）。教育社會學。高雄市：復文。
林美鐘（民91）。屏東縣國民小學中高年級學童閱讀興趣調查研究(未
出版碩士論文)。國立屏東教育大學，屏東市。

林雨亭、沈淵瑤、鍾嫈嫈、蔡正河和張成華(民81)。嬰幼兒氣質評估
之臨床應用。中華家醫誌，2，77-86。
林瑞發（民77）。學前兒童行為與主要照顧者氣質特徵之相關研究(未
出版碩士論文)。中國文化大學，台北市。
林慧娟 (民97 )。國小二年級幼童家庭語文環境、閱讀動機與閱讀理
解能力之研究(未出版碩士論文)。國立台中教育大學，台中市。
翁雅雪（民94）。學齡兒童氣質與父親父職實踐之研究(未出版碩士論
文)。國立嘉義大學，嘉義市。
張春興（民93）。教育心理學-三化取向的理論與實踐 (第三版)。台
北市：東華。
張美麗（民80）。中部地區幼兒氣質特徵之研究。台中師院學報，5，
47-77。
陳聖謨（民85）。兒童早期境遇與其氣質、社會能力關係之研究。國立
台中師院師範學院幼兒教育年刊，5，181-212。
康雅惠（民94）。幼托園所大班幼兒母親閱讀信念調查研究--以台北縣
為例(未出版碩士論文)。國立臺灣師範大學，台北市。
黃郁茹和鍾志從（民97，11月）。氣質會影響幼兒注意力的表現嗎？
兒童與家庭國際研討會：社區中的兒童與家庭。輔仁大學。
黃毅志（民92）。「臺灣地區新職業聲望與社經地位量表」之建構與評估：社會科學與教育社會學研究本土化。教育研究集刊，49( 4 )，1-32。
鄒國蘇、朱曉慧、陳美吟、黎曉鶯和徐澄清（民76）。幼兒氣質特徵
之初步研究。中華精神醫學，1( 2 )，123-133。
賴明美（民88）。中興新村幼兒園孩童之氣質研究(未出版碩士論文)。
中國醫藥學院，嘉義市。
謝美寶（民92）。國小學生閱讀態度、家庭閱讀環境與閱讀理解能力關
係之研究(未出版碩士論文)。國立屏東教育大學，屏東市。
二、西文部份
Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Anderson, A. B., Teale, W. H., & Estrada, E. (1980). Low-income preschool literacy experiences: Some naturalistic observations. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 2, 59-65.
Arnold, D. S., & Whitehurst, G. J. (1994). Accelerating language development through picture book reding: A summary of dialogic reading and its effects. In D. K. Dickinson (Ed.), Bridges to literacy: Children, families, and schools (pp. 103-128). Cambridge, MA: Basil Blackwell.
Athey, I. (1982). Reading: The affective domain reconceptualized. Advances in Reading Language Research, 1, 203-217.
Baker, L., & Scher, D. (2002). Beginning readers’ motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23(4), 239-269.
Baker, L. (2003). The role of parents in motivating struggling readers. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19(1), 87-106.
Baker, L., Sonnenschein, S., Serpell, R., Fernandez-Fein, S., & Scher, D. (1994). Contexts of emergent literacy: Everyday home experiences of urban pre-kindergarten children (Reading Research Rep. No. 24). Athens, GA: National Reading Research Center.
Baker. L., & Wigfield. A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34, 452-477.
Belsky, J. (1996). Parent, infant, and social-contextual antecedents of father-son attachment security. Development Psychology, 32(5), 905-913.
Berk, L. E. (2000). Child development (5th ed.). Needham Heights, MA: Allyn and Bacon.
Bettelheim, B., & Zelan, K. (1982). On learning to read. New York: Knopf.
Buss, K., Gingles, J., & Price, J. (1993). Parent-teacher temperament
ratings and student success in reading. Reading Psychology, 14(4),
311-323.
Bus, A. G., & van IJzendoorn, M. H. (1988a). Attachment and early reading: A longitudinal study. Journal of Genetic Psychology, 149, 199-210.
Bus, A. G., & van IJzendoorn, M. H. (1988b). Mother-child interactions, attachment, and emergent literacy: A cross-sectional study. Child Development, 59, 1262-1272.
Bus, A. G., & van IJzendoorn, M. H. (1995). Mothers reading to their 3-year-old: The role of mother-child attachment security in becoming literate. Reading Research Quarterly, 30, 998-1015.
Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21.
Buss, A. H., & Plomin, R. A. (1975). A temperament theory of personality development. New York: Wiley.
Buss, A. H., & Plomin, R. A. (1984). Temperament: Early developing personality traits. Hillsdale, NJ; Erlbaum.
Calkins, S. D., & Fox, N. A. (1992). The relations among infant temperament, security of attachment, and behavioral inhibition at twenty-four months. Child Development, 63, 1456-1472.
Chall, J. S., Jacobs, V. A., & Baldwin, L. E. (1990). The reading crisis: Why poor children fall behind. Cambridge, MA: Harvard University Press.
Chess, S., & Thomas, A. (1996). Temperament theory and practice. New York: Brunner: Mazel, Inc. Press.
Cipielewski, J., & Stanovich, K. E. (1992). Predicting growth in reading ability from children’s exposure to print. Journal of Experimental Child Psychology, 54, 74-89.
Cox, K. E., & Guthrie, J. T. ( 2001). Motivational and cognitive contributions to students’ amount of reading. Contemporary Educational Psychology, 26, 116-131.
Crain-Thoresen, C., & Dale, P. S. (1992). Do early talkers become early readers? Linguistic precocity, preschool language, and early reading. Developmental Psychology, 28, 421-429.
Daisey, P. (1991). Intergenerational literacy programs: Rationale, description and effectiveness. Journal of Clinical Child Psychology, 20, 11-17.
DeBaryshe, B. D., & Binder, J. C. (1994). Development of an instrument for measuring parental beliefs about reading aloud to young children. Perceptual and Motor Skills, 78, 1303-1311.
DeBaryshe, B. D. (1995). Maternal belief systems: linchpin in the home reading process. Journal of Applied Developmental Psychology,16, 1-20.
Deckner, D. F., Adamson, L. B., & Bakeman, R. (2006). Child and maternal contributions to shared reading: Effects on language and literacy development. Applied Developmental Psychology, 27, 31-41.
Duursma, E., Pan, B. A., & Raikes, H. (2008). Predictors and outcomes of low-income fathers’ reading with their toddlers. Early Childhood Research Quarterly, 23, 351-365.
Durkin, D. (1966). Children who read early. New York: Teachers College Perss.
Fox, N. A., & Henderson, H. A. (1999). Does infancy matter? Predicting social behavior from infant temperament. Infant Behavior & Development, 22(4), 445-455.
Frijters, J. C., Barron, R. W., & Brunello, M. (2000). Direct and mediated influences of home literacy and literacy interest on prereaders’ oral vocabulary and early written language skill. Journal of Educational Psychology, 92, 466-477.
Goldsmith, H. H., Buss, A. H., Plomin, R., Rothbart, M. K., Thomas, A., Chess, S. et al. (1987). What is temperament? Four approaches. Child Development, 58, 505-529.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1998). Role of cognitively stimulating home environment in children’s academic intrinsic motivation: A longitudinal study. Child Development, 69, 1448-1460.
Greaney, V., & Hegarty, M. (1987). Correlates of leisure-time reading. Journal of Research in Reading, 10, 3-27.
Griffin, E. A., & Morrison, F. J. (1997). The unique contribution of home literacy environment to differences in early literacy skills. Early Child Development and Care, 233-243.
Gujarati, D. N. (2004). Basic econometrics. The McGraw−Hill Companies.
Gutman, L. M., & Sulzby, E. (2000). The role of autonomy-support versus control in the emergent writing behaviors of African-American kindergarten children. Reading Research and Instruction, 39, 170-183.
Hansen, H. S. (1969). The impact of the home literacy environment on reading attitude. Elementary English, 46, 17-24.
Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge University Press.
Hidi, S., & Baird, W. (1986). Interestingness-A neglected variable in discourse processing. Cognitive Science, 10, 179-194.
Hsu, C. C., Soong, W. T., Stigler, J. W., Hong, C. C., & Liang, C. C. (1981). The temperamental characteristics of Chinese babies. Child Development , 52, 1337-1340.
Jordan, G. E., Snow, C. E., & Porche, M. V. (2000). Project EASE: The effect of a family literacy project on kindergarten students’ early literacy skills. Reading Research Quarterly, 35(4), 524-546.
Kochanska, G., & Coy, K. C. (2002). Child emotionality and maternal responsiveness as predictors of reunion behavior in the strange situation: Links mediated and unmediated by separation distress. Child Development, 73(1), 228-240.
Krapp, A., Hidi, S., & Renninger, K. A. (1992). The role of interest in learning and development. Hillsdale, NJ: Erlbaum.
Lonigan, C. J., Dyer, S. M., & Anthony, J. (1996). The influence of the home literacy environment on the development of literacy skills in children from diverse racial and economic backgrounds. In S. R. Burgess & C. J. Lonigan, A significant role of children’s home literacy environments on reading development: Evidence from diverse populations. Symposium conducted at the meeting of the American Educational Research Association, New York.
Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Development Psychology, 36, 596-613.
Lowenstein, L. F. (1983). Treatment of extreme shyness: By unplosive, counseling and conditioning approaches. Association of Educational Psychologists Journal, 6, 64-69.
Lyytinen, P., Laasko, M., & Poikkeus, A. (1998). Parental contributions to child’s early language and interest in books. European Journal of Psychology of Education, 13, 297-308.
Matthewson, G. C. (1994). Modle of attitude influence upon reading and learning to read. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (pp. 1131-1161). Newark, DE: International Reading Association.
McBride, B. A., Schoppe, S. J., & Rane, T. R. (2002). Child characteristics, parenting stress, and parental involvement: Fathers versus mothers. Journal of Marriage and Family, 64, 998-1011.
McCormick, C. E., & Mason, J. M. (1986). Intervention procedures for increasing preschool children’s interest in and knowledge about reading. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 90-115). Norwood, NJ: Ablex.
McDevitt, S. C., & Carey, W. B. (1978a). The Behavioral Style Questionnaire for 3- to 7-year-old children. The Carey temperament scales. Behavioral development initiatives: B-DI.com.
McDevitt, S. C., & Carey, W. B. (1978b). The measurement of temperament in 3-7 year old children. Journal of Child Psychology and Psychiatry and Allied Disciplines, 19, 245-253.
McKenna, M. C. (1994). Toward a model of reading attitude acquisition. In E. H. Cramer & M. Castle (Eds.), Fostering the love of reading: The affective domain in reading education. Newark, DE: International Reading Association.
Meece, J. L., & Holt, K. (1993). A pattern analysis of students’ achievement goals. Journal of Educational Psychology, 85, 582-590.
Morrow, L. M. (1983). Home and school correlates of early interest in literacy. Journal of Educational Research,76 ,221-230.
Morrow, L. M. (1985). Developing young voluntary readers: The home-the child-the school. Reading Research and Instruction, 25, 1-8.
Neuman, S. B. (1986). The home environment and fifth-grade students’ leisure reading. Elementary School Journal, 86, 333-343.
Newman, J., Noel, A., Chen, R., & Matsopoulos, A. (1998). Temperament, selected moderating variables and early reading achievement. Journal of School Psychology, 36(2), 215-132.
Park, K. J. (2001). Attachment security of 12-month-old Korean infants: Relations with maternal sensitibity and infants’ temperament. Early Child Development and Care, 167, 27-38.
Payne, A. C., Whitehurst, G. J., & Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9, 427-440.
Quinn, B., & Jadav, A. D. (1987). Causal relationship between attitude and achievement for elelmentary grade mathematics and reading. Journal of Educational Research, 80, 366-372.
Raikes, H., Pan, B. A., Luze, G., Tamis-LeMonda, C., Brooks-Gunn, J., Constantine, J., Tarullo, L., Raikes, A., & Rodriguez, E. (2006). Mother-child book reading in low-income families: Correlates and outcomes during the first 3 years of life. Child Development, 77, 924-953.
Reynolds, A. J., & Bezruczko, N. (1993). School adjustment of children at risk through fourth grade. Merrill-Palmer Quarterly, 39, 457-480.
Rothbart, M. K., & Derryberry, D. (1981). Development of individual differences in temperament. In M. E. Lamb & A. L. Brown (Eds.) Advances in developmental psychology, P 1. Hillsdale, NJ: Erlbaum.
Rowe, K. J. (1991). The influence of reading activity at home on students’ attitudes towards reading, classroom attentiveness and reading achievement: An application of structural equation modeling . British Journal of Educational Psychology, 61, 19-35.
Rowe, K. J., & Rowe, K. S. (1992). The relationship between inattentiveness in the classroom and reading achievement (Part B): An explanatory study. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 357-368.
Saracho, O. N. (1997). Using the home environment to support emergent literacy. Early Child Development and Care , 201-216.
Saracho, O. N. (2002). Family literacy: exploring family practices. Early Child Development and Care, 172 (2), 113-122.
Scaborough, H. S., & Dobrich, W. (1994a). Another look at parent- preschooler bookreading: How naked is the emperor? A response to Lonigan (1994) and Dunning, Mason, and Stewart (1994). Developmental Review, 14, 340-347.
Scaborough, H. S., Dobrich, W., & Hager, M. (1991). Preschool literacy experience and later reading achievement. Journal of Learning Disabilities, 24, 508-511.
Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-302.
Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of genotype environment effects. Child Development, 54, 424-435.
Scher, D., & Baker, L. (1996, April). Attitudes toward reading and children’s home literacy environments. Poster session presented at the meeting of the American Educational Research Association, New York.
Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 299-323.
Schiefele, U. (1992). Topic interest and levels of text comprehension. In R. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 151-182). Hillsdale, NJ: Lawrence Erlbaum Associates Inc.
Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children’s reading skill: A five-year longitudinal study. Child Development, 73 (2), 445-460.
Sénéchal, M., LeFevre, J. A., Hudson, E., & Lawson, P. (1996). Knowledge of storybooks as a predictor of young children’s vocabulary. Journal of Educational Psychology, 88, 520-536.
Sénéchal, M., LeFevre, J. A., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy environment on the development of oral and written language. Reading Research Quarterly, 33, 96-116.
Sonnenschein, S., Baker, L., Serpell, R., Scher, D., Fernandez-Fein, S., & Munsterman, K. A. (1996). Strands of emergent literacy and their antecedents in the home: Urban preschoolers’ early literacy development ( Reading Research Rep. No. 48). Athens, GA: National Reading Research Center.
Sonnenschein, S., & Munsterman, K. (2002). The influence of home-based reading interactions on five-year-olds’ reading motivations and early literacy development. Early Childhood Research Quarterly, 17(3), 318-337.
Speece, D. L., Ritchey, K. D., Cooper, D. H., Roth, F. P., & Schatschneider, C. (2004). Growth in early skills from kindergarten to third grade. Contemporary Educational Psychology, 29(3), 312-332.
Stainthorp, R., & Hughes, D. (2000). Family literacy activities in the homes of successful young readers. Journal of Research in Reading, 23(1), 41-54.
Strelau, J. (1983). Temperament personality activity. New York: Academic Press Inc.
Strvenson-Hinde, J., & Marshall, P. J. (1999). Behavioral inhibition, heart period, and respiratory sinus arrhymia: An attachment perspective. Child Development, 70(4), 805-816.
Tabors, P. O., Roach, K. A., & Snow, C. E. (2001). Home language and literacy environment. In D. K. Dicksion & P. O. Tabor (Eds.), Beginning literacy with language: Young children learning at home and school (pp.111-138). Baltimore, MD: Paul H. Brookes.
Teale, W. H. (1986). Home background and young children’s literacy development. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 173-206). Norwood, NJ: Ablex.
Turner, J. C. (1995). The influence of classroom contexts on young children’s motivation for literacy. Reading Research Quarterly, 30, 410-441.
Weber, R. A., Levitt, M. J., & Clark, M. C. (1986). Individual variation in attachment security and strange situation behavior: The role of maternal and infant temperament. Child Development, 57, 56-65.
Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006a). Contributions of the home literacy environment to preschool‐aged children’s emerging literacy and language skills. Early Child Development and Care, 176 (3), 357-378.
Wigfield, A., & Asher, S. R. (1984). Social and motivational influences on reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (Vol. 1, pp. 423-452). New York: Longman.
Wigfield, A., & Guthrie, J. T. (1995). Dimensions of children’s motivations for reading: An initial study. Athens, GA: National Reading Research Center.
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30, 679-689.
Zhou, H., & Salili, F. (2008). Intrinsic reading motivation of Chinese preschoolers and its relationships with home literacy. International Journal of Psychology, 43(5), 912-916.