本研究旨在探討提問式重複朗讀教學對於幼兒語文理解能力的影響，包括詞彙理解、文本理解、推論理解。本研究採準實驗前後測設計，以新北市某公立兩班幼兒圜30名4到6歲中大班為研究對象，分為實驗組與對照組。教學實驗前後，兩組幼兒均實施幼兒聽覺理解測驗、幼兒推論理解測驗。實驗組幼兒接受提問式重複朗讀教學的實驗教學，對照組幼兒則接受教師以重複朗讀方式講述故事。實驗課程每週進行4-5次，每次30分鐘教學，總共實施八週共32次。另依教學目標進行課程本位的聽覺詞彙、文本、推論理解測驗10次，分析幼兒語文的學習情形。研究結果顯示，提問式重複朗讀教學對實驗組幼兒在幼兒聽覺理解能力有顯著差異，在推論理解測驗則無顯著的效果，在課程本位評量的檢驗結果均達顯著的效果。本研究綜合研究的結果，提出結論與討論，並對幼兒語文教學及未來研究提出建議。

The main purpose of this research was to explore the effects of "repeated reading aloud instruction” and “questioned integrated into repeated reading aloud program” on receptive vocabulary comprehension, inference comprehension, and listening comprehension performance. Quasi-experiment design was adopted in this study. The participants were 30 children (4.5-6 years old) selected from two preschoolers in New Taipei City. The experimental group received the "questioned integrated into repeated reading aloud^, while the control group received repeated reading aloud instruction. The experimental group received the teaching 4 times per week and lasted for 8 weeks. The instruments used in this study were the Receptive Vocabulary Comprehension Test, the Inferential Comprehension Test and the Listening Comprehension Test for Preschoolers. The results were presented as follows: With regard to the ability of the Receptive Vocabulary Comprehension, Inferential Comprehension and Listening Comprehension, “questioned integrated into repeated reading aloud” significantly improved children, listening comprehension performance but did not significantly improve “inferential Comprehension”.