本研究旨在探討國小輕度智能障礙學生繪本和電腦的使用經驗及親子共讀現況、紙本與電子繪本教學對國小輕度智能障礙學生閱讀理解和閱讀態度之影響。本研究採等組前後測實驗設計，以立意取樣選取臺北市三所國小共12名輕度智能障礙學生為樣本，經配對後隨機分派為實驗組和控制組各6人。兩組學生各進行四本內容相同的繪本教學，並在教學後，立即實施「閱讀理解測驗」。教學完畢，兩組學生填寫「閱讀態度量表」。所得資料以描述統計及無母數統計魏可遜配對組帶符號等級考驗進行統計分析。
根據研究結果，歸納結論如下：
（一） 就「使用電腦閱讀繪本」而言， 只有1位學生曾使用電腦閱讀繪本。就「閱讀繪本經驗」而言，5位學生閱讀過繪本，7位學生從來沒有閱讀過繪本。就「親子共讀」而言，3位家長曾經陪伴小孩閱讀繪本，9位家長從來沒有陪伴過小孩閱讀繪本。
（二） 當繪本故事較短且容易時，電子或紙本繪本的教學效果差異不大；當繪本故事較長且難時，電子繪本教學效果顯著優於紙本繪本的教學效果。
（三） 電子繪本能增進學生的閱讀態度。
最後，根據研究結果與限制，就學校、教師、家長及未來研究提出建議。

This study aimed to discuss the experience of traditional print and electronic storybooks usage for the mild intellectual and developmental disabled elementary students, and the current status of parent-child reading. It also covered the different effects on reading comprehension and attitude for mild intellectual and developmental disabled elementary students by using traditional print and electronic storybooks.
This study applied an equivalent group pretest-posttest experimental design. A sample size of twelve mild intellectual and developmental disabled primary students from three different elementary schools in Taipei City was taken. After being matched, the sample was randomly assigned to experimental group and control group, with each group sized of six. The two groups read four storybooks with same content. After reading, we conducted a reading comprehension test. After the teaching, the two groups were requested to complete the reading attitude scale. The data obtained was used in conducting statistical analysis by descriptive statistics and nonparametric statistical Wilconxon matched-pairs signed-ranks test.
According to the statistical result, we would have the following conclusion:
1. With respect to electronic storybooks usage, one student used electronic storybooks. With respect to traditional print storybooks usage, five students
used traditional print storybooks, and seven students never used traditional print storybooks. With respect to parent-child reading, three parents read storybooks with their children and nine parents never read storybooks with their children.
2. With a shorter and easier story, there were no significant different effects on using traditional print storybooks or electronic storybooks teaching. With a longer and more difficult story, using electronic storybooks teaching had a significant advantage in the learning effect than using traditional print storybooks teaching.
3. Electronic storybooks could enhance the reading attitude.
Finally, based on our results and constraints, we gave our suggestion to the educational institutions, the teachers and the parents.

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