隨著資訊時代來臨，帶來了資訊爆炸、知識快速增加、資訊大量傳播流通的衝擊，亦使得教育學習面臨空前的變革，能否運用資訊科技改善閱讀的理解能力進行學習，將影響我們在知識獲取與學習效益的優劣。近年研究顯示，將資訊科技融入教學可提高學生的學習動機，利用資訊科技所帶來的聲、光、影、音及互動效果，可大幅提升學生的注意力與學習興趣。因此在學校教育中，教師如何有效地結合教學信念與執行方法，以課本教材為主要學習媒介，利用閱讀理解策略對各項主題學習展開教學活動，以強化學生閱讀理解，提高學習效率，是非常值得重視的課題。針對閱讀理解策略的發展，本研究結合資訊軟體工具於教學活動中，利用閱讀理解策略指標發展提昇閱讀效率之數位教材進行實證教學，來改善傳統教學模式中所不易克服的問題，冀能利用此新的設計教學模式，分析教師的教學及學生學習的成效。實務分析流程則以行動研究模式及分組實驗的方式進行，分別比較使用紙本繪本與數位內容教材結合運用數位投影方式實施閱讀教學之差異，透過對學生實施閱讀理解測試及觀察記錄與訪談，分項探討藉助資訊科技實施閱讀教學時，能否有效提昇學生閱讀的理解能力。研究結果顯示:運用資訊科技輔助數位繪本呈現方式進行閱讀教學，除了可以創造出更合適的閱讀教學情境，促成更有意義的「具像化」學習外，並且可以進一步促進學生理解與記憶教學內容，提升學生整體學習專注力。

The era of information has come with information impact of rapid knowledge expansion, and speedy communication. The educational learning has confronted unprecedented revolution as well. Thus, the ability of applying technology to assist learning plays a critical role in knowledge exploration and learning effects. According to some research results, information technology has significantly promoted students’ learning motivation. With the effects of sounds, lights, videos, and interaction, information technology can easily grab learners’ attention and interests. Therefore, in school education, the importance of reading comprehension strategies needs highly attention. Combining with instructors’ beliefs and methods, through the media of textbooks, instructional activities may strengthen reading comprehension and learning effects. Referring to the development of reading comprehension strategies, this study integrates information technology into strategic reading index and develops effective reading material to overcome difficulties commonly seen in traditional classroom. The new instructional model may be used to analyze teaching and learning effects. Action research and group experiments are implemented to examine the difference between paper-back storybooks and computer-assisted overhead projector reading instruction. Reading comprehension tests, observation and interviews are applied to explore the effectiveness of technology-assisted instruction in reading comprehension. The results indicate that computer-assisted digital storybooks may help build appropriate teaching context with meaningful concretization, thereby improve comprehension and memorization and promote integral learning concentration.