本研究以2×2實驗設計探討訊息呈現方式（聽vs.讀）及故事架構（簡單vs.複雜）對五年級學生理解能力之影響，並以不同故事架構，探討不同閱讀能力者在不同訊息呈現下的理解表現，重要結果如下：1.聽力組在理解測驗得分及自由回想字數的表現，顯著優於閱讀組。但聽力組的回想錯誤字數顯著高於閱讀組。2.接收簡單故事者在理解測驗得分及自由回想字數的表現，顯著優於接收複雜故事組。就簡單故事而言，聽力組之錯字數顯著高於閱讀組；但就複雜故事而言，則未達顯著差異。

This study used a 2 (listening vs. reading) X 2 (easy vs. hard) experimental design to estimate the effects of information input and story difficulty on fifth graders’ comprehension performance. This study also investigated the effects of information input and story difficulty on students with different reading abilities. The participants were 141 fifth graders. The results were listed as follows:1. With regard to the MANOVA result, significant main effects of story difficulty and task presentation were found on the comprehension score. Also, the MANOVA results showed that the listening groups had a better performance on the correct words recalled and comprehension test. On the incorrect words recalled, for the easy story, the listening group recalled more incorrect words than the reading group, but no significant difference was found between reading and listening groups for the difficult story.2. With regard to story difficulty, students who read/listened to the easy story had a better performance on the comprehension score and the correct words recalled than students who read/listened to the hard story. On the incorrect words recalled, for the easy story, the listening group had more incorrect words recalled than the reading group, but for the hard story no significant difference was found.