• 研究生：陳延源
• 論文名稱：父母的教養行為與小學生的閱讀能力
• 指導教授：郭文般
• 關鍵詞：閱讀成績、教養陪伴、社經弱勢、教養不利
• 論文中文摘要：

過去的研究證實，家庭背景對孩子的學業成就有相當大的影響。社經地位較差的家庭，因為文化資本不足，在孩子的教養上，無法像社經地位高的家庭一樣，挹注大量的教育資源；因此，社經弱勢家庭的孩子，其學業成就普遍不高，進而限縮了向上流動的機會。
本研究透過PIRLS 2011國內調查資料的分析發現，父母若能經常關心孩子在校的學習狀況，或經常指導孩子的家庭作業，就能有效提升孩子的閱讀成績或學業成績；甚至在孩子學齡前，若能多陪伴孩子從事語文發展活動或陪孩子玩遊戲，對孩子未來閱讀成績甚至是學業成就的幫助會更大。
雖然家庭背景對孩子未來學習成就佔有相當高的影響性，但父母若能在孩子學齡前與就學後，多花時間教養與陪伴，相信一定能彌補家庭社經弱勢造成教養不利的先天限制。

• 論文外文摘要：

It has been confirmed from the past studies that the family background has a considerable impact on the child's academic achievement. Due to the lack of cultural capital, poor families of low socioeconomic status cannot invest large amount of educational resources in the children's education, as families of high socioeconomic status do. Therefore, the opportunities of moving upward for socioeconomically disadvantaged children with low academic achievements are limited.
Through the PIRLS 2011 domestic survey data analysis, this study found that parents who often care about the children's school learning status or guide the children's homework can effectively improve the children's reading achievement scores or academic scores. Even in the preschool stage, if children can be accompanied to engage in language development activities or game playing, the children's future reading achievement scores and even academic achievements will be greatly helped.
Although the family backgrounds highly impact children's future learning achievements, it can compensate the natural restrictions of upbringing disadvantage caused by socioeconomically disadvantaged families, if the parents can spend more time to educate and accompany their preschool or school-age children.