在資訊爆炸，知識快速累積與科技突飛猛進的今日，要能有效、迅速的獲得知識，唯一的方法是透過閱讀替代經驗使個體取得知識。本研究採用問卷調查法，研究對象為苗栗縣公館國小三年級之學童，研究工具為「家庭閱讀環境與閱讀動機問卷」，研究資料以t考驗、單因子變異數分析及皮爾森積差相關方法，進行資料處理與分析。本研究主要發現：（1）家庭社經地位越高其家庭閱讀環境與閱讀動機較佳。（2）家庭閱讀環境及閱讀動機女生皆比男生較佳。（3）家庭閱讀環境較佳則閱讀動機也較高。希望透過對國小三年級學童之家庭閱讀環境和閱讀動機的瞭解，能夠對學童的學習有所助益，可以加強家長對學童家庭閱讀環境的重視，進而提供教育行政機構、學校、教師在推動閱讀政策時的參考。

Nowadays, advanced technology has created an explosion of information and rapid accumulation of knowledge. In order to efficiently acquire knowledge, reading has become essential, instead of experience. Questionnaires were employed to collect data from Gong guan elementary school third grade students. The research tools used for analysis included: T-test, One-way ANOVA and PPMCC (Pearson Product-Moment Correlation Coefficient). The major findings were as follows: (1) Higher socio-economic status family presented better family reading environment and kids showed greater motivation to read. (2) Girls were given better reading environment and had greater motivation to read compared with boys. (3) Superior family reading environment encouraged greater motivation to read. Our hope is that through understanding of the reading environment and their motivation to read of the third grade elementary school students, we will be able to improve students' learning experience; to elevate awareness of the importance of family reading environment to parents; furthermore, to serve as a reference to education administrations, schools, and teachers in their future effort of implementing reading activities.