本研究旨在探討使用紙本繪本、手持式互動電子繪本及不同背景變項(多媒體前置經驗、性別)之幼童，在閱讀理解、閱讀態度上之差異，及兩者間的相關情形。採用量化之「準實驗設計」，將30名受試者分為使用手持式互動電子繪本(實驗組)及使用紙本繪本的(控制組)兩組。經由T考驗分析使用不同閱讀媒介的受試者，在閱讀理解及閱讀態度上之差異，並以皮爾森相關分析閱讀理解與閱讀態度之間相關情形，另外以錄影紀錄受試者閱讀過程，並進行質化分析，研究結果顯示:
一、實驗組的多媒體前置經驗，不會影響其閱讀理解成績。
二、使用手持式電子繪本之受試者，在閱讀理解及字彙理解表現上，較紙本繪本受試者佳。
三、不同性別在閱讀理解與閱讀態度上無顯著差異
四、閱讀理解、閱讀態度及閱讀反應沒有直接顯著相關性。
五、使用電子繪本之受試者，在開放題回答上表現較佳。
六、兩組的幼童都偏好互動性較高之內容設計

本研究根據以上研究結果提出建議以供教育者、電子繪本設計者與後續研究者之參考。

The aims of this study were to investigate the different effects of traditional picture book, interactive e-storybook, and different backgrounds variables (genders, multi-media prior experience) on kindergarteners’ reading comprehension and reading attitudes, and to explore whether there is a significant correlation between reading comprehension and reading attitude.
Quasi-experimental design was conducted for the current study with 30 five-year-old participants from a kindergarten in Taiwan. The subjects were divided into two groups: children read the story on an interactive e-storybook (the experimental group) and children read the story on a traditional picture book (the control group). Statistical analyses including independent t-test and Pearson product-moment correlation were used in the study. The whole experiment was recorded by a VCR, and the qualitative data were also analyzed. The results of this study were revealed as the following:
(1)For the experimental group, the differences of multi-media prior experiences didn’t affect their scores on reading comprehension.
(2)Children who used an e-storybook got better scores on reading comprehension and textually explicit than children in the control group.
(3)There were no significant differences between genders on the scores of reading comprehension and reading attitude.
(4)No significant correlation was found among reading comprehension, reading attitude, and reading responses.
(5)Children who read an e-storybook could retell more literal information and provide better responses to the open-ended questions compared to the control group.
(6)Children from both groups prefer more interactive content design.
Finally, according to the results of this study, some suggestions were provided for the educators, writers of the children’s storybooks, and future researches.

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