本研究是中部新住民子女教育資料庫建置整合型計畫之一部分，主要目的在了解中部地區國小四年級新住民子女之英語閱讀能力，以及哪些背景因素影響他們的英語閱讀能力表現。本研究編製了一份國小英語閱讀能力測驗，並使用整合型計畫團隊其他研究者所發展的背景問卷，共有238位小四新住民子女學童以及260位小四一般學童參與測試。研究發現一般學童在英語閱讀能力測驗的表現優於新住民子女學童。跟一般學童比起來，新住民子女學童在閱讀環境標示文字、句子、故事與兒童劇這三類能力指標的試題答題顯著較差。影響新住民子女學童英語閱讀能力測驗表現的背景因素有七項，分別為是否參加課後輔導、是否補習英語、學習英語的時間、學習英語的興趣、父親教育程度、母親教育程度、是否為低受入戶。依據研究的發現，論文最後討論研究與教育的建議與未來可行方向。

This study was part of an integrated research project to establish an educational database of children of new immigrant parents (NIP) in central Taiwan. Its purpose was to understand the English reading proficiency of grade four NIP children in the central part of Taiwan, and what background factors might influence their English reading proficiency. An elementary English reading proficiency test and a background questionnaire were developed. A total of 238 NIP and 260 Non-NIP children participated in the study. It was found that Non-NIP children had better English reading proficiency. Compared with Non-NIP children, NIP children scored lower on items about reading labels and signs, reading sentences, and reading simple stories and children's plays. Factors influencing NIP children's English reading test performance included: participation in after school programs, participation in after school English lessons, number of years learning English, interest in learning English, father's and mother's education, and low income family status. Research and education implications are suggested and discussed at the end of the paper.