本研究的目的在於探討父親和母親在親子共讀中的故事敘說表現，透過無字繪本進行三次的重複共讀，觀察在沒有文字輔助的情況下，隨著家長對繪本的熟悉度增加，他們在故事敘說的總詞彙量、總句數、平均語句長度，以及故事結構表現是否呈現出變化，同時比較父母在三次重複閱讀中表現之異同。研究對象來自於桃園市八德及大溪地區的四間公立幼兒園以及一間非營利幼兒園，共有20組家庭，每個家庭由一位中班幼兒及其父母共同參與研究。本研究採用二因子混和設計，第一個主要因子為家長的性別，係為受試者間變項；第二個主要因子為重複共讀的次序，係為受試者內變項。為了控制幼兒在重複共讀當中，對於繪本的熟悉度影響家長語言使用與敘事結構的表現，因此透過父母分別使用兩本繪本，與繪本在父親與母親共讀的順序做為控制，將20組父母隨機編碼，按照編碼順序，父母分別使用不同無字繪本與幼兒進行三次的重複共讀。研究結果發現，家長的總詞彙量、總句數與故事結構會隨著共讀次數而顯著下降，而父親和母親相互比較不存在顯著差異，表示父母有著相似的語言使用及故事結構表現。父親和母親三次共讀的表現，整體來說沒有顯著差異，但進一步考慮共讀次序後，可以看到父母在前兩次共讀表現沒有差異，但是到了第三次共讀，父母的語言使用和敘事結構卻產生了變化。母親的總詞彙量和總句數在第三次共讀有顯著的下降，而父親沒有顯著變化。在故事結構部分，父親第三次共讀在「引發事件」、「內在計畫」和「結果」元素顯著下降，而母親只有「嘗試」元素下降。最後依據本研究結果提出建議，供未來研究教學上之參考。

The purpose of this study is to explore the storytelling performance of fathers and mothers in parent-child shared reading. Using wordless picture books, three repeated reading sessions were conducted to observe whether, without textual assistance, parents' familiarity with the picture book would lead to changes in the total number of words, total number of sentences, average sentence length, and story structure performance. Additionally, the study compares the differences and similarities between parents' performances across the three times of repeated readings. The participants were twenty families from four public kindergartens and one non-profit kindergarten in Bade and Daxi districts of Taoyuan City. Each family consisted of one preschool child and their parents. This study adopted two-way ANOVA design. The first main factor is the gender of the parent, which is a between-subjects variable; the second main factor is the order of repeated readings, which is a within-subjects variable. To control for the influence of the child's familiarity with the picture books on the parents' language use and narrative structure performance during repeated readings, two different wordless picture books were used by the parents, and the order of the picture books for father and mother shared reading was controlled. Twenty pairs of parents were randomly coded, and according to the coding sequence, parents used different wordless picture books to conduct three repeated readings with their child. The study results found that the total vocabulary, total number of sentences, and narrative structure of parents significantly decreased with repeated readings, while there was no significant difference between fathers and mothers. This indicates that fathers and mothers have similar language use and narrative structure performance. Overall, there was no significant difference in the performance of fathers and mothers during the three shared reading sessions. However, when considering the order of the sessions, it was observed that there was no difference in the performance of parents during the first two sessions, but changes in language use and narrative structure emerged in the third session. In the third shared reading, mothers showed a significant decrease in total vocabulary and total number of sentences, while fathers did not show any significant changes. In terms of story structure, fathers showed a significant decrease in the elements of 'initiating event,' 'internal response,' and 'consequence' during the third shared reading, whereas mothers only showed a decrease in the element of 'attempt' . Finally, based on the results of this study, suggestions are proposed for future research and teaching.

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