本研究藉由研究者自編之國小社會領域教科書本土知識閱讀理解問卷探討臺中市某國小四年級新移民子女對社會領域教科書本土知識之閱讀理解情形，同時探究其在閱讀理解上可能遭遇的困難。 研究發現，新移民子女對社會領域教科書本土知識之閱讀理解情形，在本研究問卷上之得分雖較一般學童略低，但是整體表現與一般學童的得分情形並無顯著差異。仔細分析不同國籍之新移民子女的答題表現，以美國籍表現最優，其次是大陸籍，再其次是越南籍與菲律賓籍，最後則是印尼籍。 探討其對於社會領域教科書本土知識閱讀理解困難的原因，主要為新移民子女缺乏與課文內容相關的知識背景與生活經驗，其次則是不瞭解書中詞語的意思，因此無法理解課文內容。最後，本研究提出建議供教師、教科書編輯者與未來研究者做為教學、編輯教材與教學活動，及研究上之參考。

This study focused on the new immigrant children’s reading comprehension on local knowledge in social studies textbooks. Specifically, this questionnaire of the study was self-compiled by researchers according to the elementary social studies textbooks for local knowledge in reading comprehension. It not only investigated the forth-grade students’ reading comprehension of new immigrants on local knowledge in social studies textbooks, hut also explored their reading comprehension difficulties. The study found that new immigrant children’s scores in the questionnaire about reading comprehension on local knowledge in social studies textbooks were slightly lower than the average children’s, but the overall scores of students in general were no significant difference in the case. Through careful analysis of the new immigrants of different nationalities, the scores of the American immigrant’s child were the best. The mainland Chinese new immigrants’ children were the second. Then, the Vietnamese and Filipino new immigrants’ children were the third. And, the Indonesian immigrant’s child was the least. Those children’s main difficulty in reading comprehension was that they lacked of the life experiences about text content. And, they knew little about the meanings of words in the textbooks, so they couldn’t understand the text content. Finally, the results of the study are for teachers, textbook editors, and follow-up researchers’ reference.