【此篇文章之同儕評閱意見報告（Open Point）及導讀簡報（InSight Point）請至本刊網站查閱。https://doi.org/10.6120/JoEMLS.202211_59(3).0015.RS.CM】

親子共讀是親子互動相當重要的學習活動之一，也是培養兒童文字能力、閱讀能力與其他心智能力成長的重要機會。在親子共讀中，兒童除了從書籍內容中獲得知識外，也會從與家長的討論中獲得能力訓練。除此之外，親子在共讀時的互動也是影響兒童學習的重要要素。本研究招募14組親子，以訪談為主、觀察為輔的方式，進行電子書親子共讀行為研究，前者觀察親子於三種不同內容、形式與閱讀方式之電子書（文字、語音、AR）進行親子共讀，所呈現的各種口語、非口語行為；後者以半結構式訪談進行深入探討，並與觀察資料進行對照。本研究發現在不同電子書載具與形式下，各組家長與兒童之間對話內容、肢體互動等閱讀行為有所差異，親子觀點也有所不同。

【Please visit JoEMLS website to read the Peer Review Report (Open Point) and Article Summary (InSight Point) of the article. https://doi.org/10.6120/JoEMLS.202211_59(3).0015.RS.CM】

Parent-child reading is one of the most important learning activities in parent-child interaction. It helps develop children’s writing and reading skills and other mental abilities. In parent-child reading, children not only acquire knowledge from books but also gain ability training experiences from discussing with their parents. In ddition, interactions between parents and children when reading together are also an important factor affecting children’s learning. In this study, 14 groups of parents and children were recruited for the research on parent-child reading e-books, with interviews as the main method and observation as the supplement. Parent-child reading and various oral and non-verbal behaviors were observed. After observation, behaviors was discussed in depth through semi-structured interviews and compared with observational data. This study found that with different e-book carriers and forms, there were differences in reading behaviors, such as dialogue content and physical interactions between parents and children in each group. In addition, parents and children’s opinions were different.

親子共讀; 電子書; 閱讀行為; 閱讀

Parent-child reading; E-book; reading behavior; Reading