| Summary: | 碩士 === 中臺科技大學 === 文教事業經營研究所 === 107 === The objective of this study aimed to investigate the current status of promoting the concept of share reading in kindergartens and the family reading behavior. Taking an affiliated kindergarten of an elementary school in Nantou County as the research subject, collected data from observations, documents and semi-structured interviews would be analyzed. Interviewees included the director, the educare givers and parents of the kindergarten. The study results found were as follows:
1. The promotion of share reading in preschool children originated from the reading education policy of the Ministry of Education and depended on whether the director and the educare givers’ thoughts and agreement on such concept. The strategy in promoting share reading in preschool children would be implemented in four aspects: parent-child share reading, subject share reading, morning reading and use of linguistic zone for learning.
2. The overall environment for family reading would require improvement as there were few resources available at homes, especially in the number of picture books and the type of books, that rarely, few families would engage in different types of reading at home, even though parents generally agreed the importance of reading for children. In terms of parents’ reading behavior, some would only read with children if academically required by the school, as they might not even read on their own, who were either busy at work or housework.
3. The analysis of overall effectiveness of share reading for preschool children showed that parents were variably aware of the strategy in promoting parent-child share reading concept, while educare givers were all clear on such strategy and its importance. Both the educare givers and parents believed the share reading as having the following effects: Children were more focused and spent more time in reading; Subject share reading encouraged children to verbally express with clear understanding of the vocabulary; Children were willing to engage in more reading; Less picture books were damaged; and they were more likely to use the linguistic zone for learning, even though the frequency of its use was still low due to the impact by morning reading.
The study result could serve as reference of recommendation to kindergartens, educare givers, parents and even future researchers.
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