在幼兒語文發展歷程中，共讀活動被視為促進語言理解、詞彙發展與早期識字能力的重要學習情境，其學習效果隨著教師之引導方式而有所差異。本研究旨在探討幼兒園教師共讀風格之現況，並分析不同共讀風格對幼兒認字能力與表達性詞彙能力之影響。研究以桃園市四所公立及非營利幼兒園之大班幼兒為研究對象，共5位教師、58位幼兒進行為期六週之師生共讀活動，透過「幼兒園教師共讀風格問卷」進行教師共讀風格分類，並以「自編認字測驗」與「華語兒童理解與表達詞彙測驗」蒐集幼兒之前測、後測資料，以描述性統計、相依樣本t檢定及重複量數變異數分析進行資料分析，檢驗不同共讀風格對幼兒語文能力之影響。本研究結果歸納如下：（1）依據探索性因素分析問卷，教師共讀風格可分為展演型、回應型與引導型三類，其中以回應型比例最高；（2）引導型風格在幼兒認字能力提升上達統計顯著差異；（3）三種教師共讀風格在幼兒表達性詞彙能力提升上未達統計顯著水準。;Shared reading is an important instructional context for promoting young children′s language development and emergent literacy. This study examined the distribution of preschool teachers′ shared reading styles and their effects on children′s word recognition and expressive vocabulary. Participants included five teachers and 58 senior kindergarten children from four public and nonprofit preschools in Taoyuan， Taiwan. A six-week shared reading intervention was implemented. Teachers’ reading styles were classified using a questionnaire， and children’s abilities were assessed through a researcher–developed word recognition test and the Receptive and Expressive Vocabulary Test (REVT).Data were analyzed using descriptive statistics， paired–sample t–tests， and repeated measures ANOVA. The findings were as follows: (1) Exploratory factor analysis identified three shared reading styles among preschool teachers: performing， responding， and guiding， with the responding style being the most prevalent; (2) the guiding style significantly improved children′s word recognition; and (3) although expressive vocabulary improved across all groups， no significant differences were found.
