本研究旨在探究通過特色認證之國民小學推展閱讀教育的策略，以及推展閱讀教育所遭遇困境及其因應對策。最後根據研究結果，提出結論與建議。
本研究採問卷調查法以通過96至100學年度桃園縣閱讀教育特色認證國民小學之校長、各處室主任、設備組長、各學年主任或教師代表、閱讀教育特色團隊教師為對象，共發給24所國民小學360份問卷，回收330份，有效樣本為322份，可用率達89％。
根據研究結果，歸那本研究之結論如下：
一、桃園縣通過特色認證國民小學推展閱讀教育特色重視多元策略之運用，其中以「普遍參與策略」受重視的程度最高。
二、桃園縣通過特色認證國民小學推展閱讀教育特色的困境屬於「中下」程度，其中「家長與社區困境」居首位。
三、桃園縣通過特色認證國民小學對推展閱讀教育遭遇的困境均有中上程 度的因應對策，其中以「教師困境之因應」最為顯著。
四、桃園縣國民小學推展閱讀教育團隊成員對學校推展閱讀教育特色策略的重視程度會因服務年資、職務、學校規模和學校地區而有顯著差異。
五、桃園縣國民小學推展閱讀教育團隊成員對學校推展閱讀教育特色困境的知覺程度會因服務年資、學校規模及學校地區而有顯著差異。
六、桃園縣國民小學推展閱讀教育團隊成員對學校推展閱讀教育特色困境因應之知覺程度會因職務而有顯著差異。
根據上述研究結論，本研究提出若干建議，以供教育主管機關、學校及後續研究之參考。 The purpose of this study was to explore the promotion for reading education strategies, difficulties and response strategies at characteristic certified elementary schools in Taoyuan City.In light of results of the study, providing suggestions to educational authorities and schools.
A questionnaire survey was administered to collect data. The sample consisted of 360 elementary school selected from 24 elementary schools in Taoyuan City.
Findings of this study were as follows:
1. Promotion for reading education characteristic at elementary schools in Taoyuan City great importance to the use of multiple strategies, Especially on the strategy of universal participation.
2. Promotion for reading education characteristic difficult at elementary schools in Taoyuan City tended close to under level. Especially on the difficult of parents and community.
3. Promotion for reading education characteristic response strategy at elementary schools in Taoyuan City tended close to middle level.Especially on the response strategy of teacher.
4. There were significant differences in emphasis of promote reading education characteristics strategy by seniority, job, school location and school scale.
5. There were significant differences in consciousness of promote reading education characteristics difficult by seniority, school location and school scale.
6. There were significant differences in consciousness of promote reading education characteristics response strategy by job.
Based on the above findings, some suggestions were proposed for educational administrative authorities, schools and further researchers.
