[[alternative]]A Study of the Impacct of the Individual and Home-Environmental Variable on Early Reading Abilities

[[abstract]]This study aimed to explor the early reading abilities of kindergarten children with different individual and home-environmental variables. Three hundred and twelve preschoolers from 12 public kindergarten were selected as the subjects of this study. All subjects were assessed on Preschool Cognitive Ability Test (PCAT). Recognize Word Test (RWT). and Home-Environment Questionnaire (HEQ). The data were analyzed by MANOVA. The main results showed as follows: 1.There were no significant differences between male and female subjects in RWT scores. 2.No significant differences were found in RWT scores between senior and junior subjects. 3.There were significant differences in RWT scores among those who had high. average and low intelligence. 4.The results revealed no interaction effect between genders and ages; between genders and intelligence;between ages and intelligence; among genders and ages and inte11igence. 5.There were significant differences among first , second and else birth subjects in RWT scores. 6.There were significant differences in RWT scores between high and low reading motivational subjects. 7.The results revealed no interaction effect between birth order and reaing motivation. 8.There were significant differences in RWT scores between subjects whose parental education level were high and low. 9.No significant differences were found in RWT scores between subjects whose parental vocation level were high and low. 10.No significant differences were found between subjects with high and low family income in RWT scores. 11.There were no significant differences in RWT scores between subjects with good and poor parental reading habits. 12.There were significant differences in RWT scores between srbjects whose parents read to them at early and late ages. 13.Therre sere significant differences in RWT scores between subjects whose. parents read to them frequently and less frequently. 14.The results revealed no interaction effect between ages and frequency that parents read to their child. 15.There were significant differences in RWT scores betwween subjects with high and low parent-child reading interaction. 16.No significant differences were found between subjects with high and low subscription to magazines in RWT scores. 17.There were significant differences among the groups with different number of books in RWTscores. 18.There were significant differences among the groups with different number of records in RWT scores. 19.No significant differences were found between subjects with high and low TV watching time in RWT scores. 20.There were significant differences in RWT scores between subjects with high and low opportunities to aproach literacy. 21.The results revealed no interaction effect between watching TV time and the opportunities of aproaching literacy. 22.There were no significant differences bdtween subjects with teaching and no-teaching writing in RWT scores.