| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 97 === The study aimed to investigate the impact of residential locality, parental education background, occupation, family reading surroundings, and social-economic status on Chinese reading ability of foreign spouses’ children in Taiwan. Thus, the study attempted to tackle the following questions:
1. Whether there were differences between Chinese word recognition ability of children from foreign spouses and those from local ones.
2. Whether there were differences between Chinese reading comprehension of children from foreign spouses and those from local ones.
3. Whether schooling duration affected word recognition ability and reading comprehension.
4. Whether Chinese word recognition affected reading comprehension.
5. Whether there was relationship between family reading surroundings and Chinese word recognition ability and reading comprehension.
6. Whether there was relationship between foreign spouses’ social-economic status and their children’s Chinese word recognition ability and reading comprehension.
The subjects in this study included second, fourth, and sixth graders in 17 schools located in Taipei City, Kaohsiung City, Tainan County, Kaohsiung County, and Yunlin County. There were four study instruments in this study: The Grade Chinese Character Recognition Test (Huang, 2001), Elementary School’s Chinese Reading Comprehension Test (Tseng, 2001), Family Surroundings Survey (Wu, 1997), and Social and Economic Status Scale (Lin, 2000). The results were in the following:
1. There were differences between Chinese word recognition ability of children from foreign spouses and those from local ones. Moreover, the Chinese word recognition ability of children from foreign spouses was weaker than those from local ones.
2. There were differences between Chinese reading comprehension of children from foreign spouses and those from local ones. Chinese reading comprehension of children from foreign mothers was weaker than those from local ones.
3. Chinese word recognition ability and reading comprehension improved with the increase in duration of education.
4. Reading comprehension was related to Chinese word recognition. However, there was no direct cause-effect relationship.
5. There was relationship between family reading surroundings and Chinese word recognition ability and reading comprehension. There are especially significant differences between family reading surroundings and reading comprehension.
6. There was no relationship between parental social-economic status and their children’s Chinese word recognition ability and reading comprehension.
As a whole, there were differences between Chinese reading comprehension of the children from foreign spouses and those from local ones. Chinese reading comprehension of children from foreign mothers was weaker than those from local ones. Such ability was closely related to family reading surroundings. Thus, to improve Chinese reading comprehension of the children from foreign mothers, we should improve school and social education and their family reading surroundings.
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