PIRLS(促進國際閱讀素養研究) 為國際評量各國學童閱讀素養能力之重要指標，針對了四種不同的閱讀能力進行評量。而本研究主要對香港與台灣兩地相應於PIRLS評比所進行的相關閱讀教育政策與作法進行比較分析，最後加以歸納結論以提供我國小學學童閱讀教育政策未來發展之建議。 本研究是採用比較研究法，以進行香港與台灣兩地小學學童閱讀教育政策的比較。本研究歸納之結論如下：（1）香港教師較台灣教師重視閱讀相關課程與活動，且整合成新的語文教學課程，並不遺餘力落實許多閱讀相關教育政策；（2）在香港教室裡看到了閱讀教學的方法－策略教學。台灣的閱讀教育政策似乎對於具體的閱讀策略甚少著墨，且台灣的語文教學常將重點放在指定課文閱讀內容的學習，而非閱讀策略的掌握；（3）兩地閱讀課程因為政府不同制度建立如國語節數安排和課程改革的差異，在在影響兩地學生在閱讀表現上的差異；（4）香港小學學生有更多的時間去獨立閱讀，反觀台灣的學生似乎對於學生獨立閱讀這區塊表現不盡理想；（5）香港的閱讀較重視的是教師閱讀相關訓練課程培訓與具體的閱讀教學革新，閱讀是實際的落實並執行在小學的學校與教學，台灣的閱讀教學只是課外活動式的教學。 根據上述的結論，本研究提出以下幾點對我國未來小學學童閱讀教育政策之建議：（1）台灣小學閱讀理解的落實與扎根是需要更具體的策略與方法；（2）台灣的政府應充實全國小學圖書館的軟、硬體設備；（3）台灣需營造並發揮創意與實作的軟實力；（4）台灣的閱讀教育政策必須要長期深耕；（5）必須形塑台灣學童終身閱讀的願景。 PIRLS (Progress in International Reading Literacy Study) is the most important international evaluation of the reading literacy for countries around the world. It is mainly composed of four indexes for its evaluation method. This study intends to compare the education policy of reading and corresponding actions for primary school pupils in Hong Kong and Taiwan based on the PIRLS evaluation system and others. Finally some proposals and suggestions are made for policy-mending and further study. From the comparative study approach been applied in the study of the learning to reading education policy in Hong Kong and Taiwan, five conclusions are made as below: 1. Teachers in Hong Kong value reading related courses and activities more than teachers in Taiwan and often integrate them as a new course. Also Hong Kong teachers are more dedicative in putting the learning to reading policy into practice. 2. Strategy of reading teaching are quite common in Hong Kong; in the Chinese language learning course in Taiwan are normally focused on assigning a textbook reading other than devise a strategy for it. 3. Education policy differences between these two areas such as the official language learning hours and education reform should influence students’ performance of reading literacy. 4. Students from Hong Kong input more time on independent reading than Taiwan students, who normally do not perform well at independent reading. 5. Reading instruction is considered important item in Hong Kong teachers’ training as well as education reform and moreover, reading practice is highly valued and practiced in primary school courses. However in Taiwan reading is usually considered as an extra-curricular activity. According to above conclusions, some suggestions for reading policy of Taiwan are proposed as below:1. Promptly develop strategy and approach to consolidate the reading comprehension, which are essential for primary school education in Taiwan. 2. Reading related software and hardware in primary schools need to be sufficient and fulfilling by Taiwan government. 3. Friendly social environments for creativity need to be shaped in Taiwan. 4. Learning to reading policy needs to be considered as a long term project by Taiwan officials.5. To cultivate students with a lifelong reading behavior needs to be an important goal of primary school education in Taiwan.
