本研究旨在透過行動研究的方式，評估無文字圖畫書教學方案對國小四年級新住民子女閱讀理解之提昇成效，評估向度包含學生的預測能力、摘要能力和提問能力，透過不斷修正、評估和修正的教學歷程，嘗試突破教學上的困境。本研究以研究者任教的國小四年級6位新住民子女為研究對象，設計無文字圖畫書教學方案，行動歷程可分為觀察準備期、正式實施期之摸索期、正式實施期之蛻變期、正式實施期之精熟期，共歷時九週，閱讀九本無文字圖畫書，每本無文字圖畫書的教學活動為2節課，期間以「我的閱讀地圖」學習單了解學生的學習狀況。本研究主要結論如下：一、經過觀察準備期、正式實施期－摸索期、正式實施期－蛻變期、正式實施期－精熟期等四個階段的無文字圖畫書教學活動後，學生的閱讀理解能力有所提昇。二、進行無文字圖畫書教學活動後，對國小四年級新住民子女預測能力有所提昇。三、進行無文字圖畫書教學活動後，對國小四年級新住民子女摘要能力進步較為顯著。四、進行無文字圖畫書教學活動後，對國小四年級新住民子女提問能力有所提昇，且提問能力較不受國語文學習成就影響。最後，本研究根據研究結果進行進行討論並提出建議，以作為實施無文字圖畫書教學與未來研究之參考。

The research approach aims to assess how teaching program with wordless picture book for children of new residents in the fourth grade can enhance the ability of reading comprehension. Furthermore, the research is to evaluate the ability to predict, to summarize and to ask questions of the students who are new residents. Through constant revision, assessment and correction, the action is aim to make a breakthrough of the education bottle neck.In this study, the researcher took six fourth grade students, who are new residents in her/his class as the research object. The researcher designed an education program with Wordless picture books for the assessment. The action research contained four stages: preparation for observation, trial period of formal implementation, the transformation of the formal implementation, and the mastery of the formal implementation. The total assessment took nine weeks together with nine Wordless picture books, and it took two class session to finish teaching each book. During the study period, the researcher used ”My Reading Map” as the learning sheet to understand the learning situation of each student.The research has come to the following conclusions:1. After the four assessment stages, preparation for observation, trial period of formal implementation, the transformation of the formal implementation, and the mastery of the formal implementation for education with Wordless picture book, the students' reading comprehension ability has improved.2. After the education with Wordless picture books, the ability of prediction of the children of the new residents in the fourth grade has improved.3. After teaching with Wordless picture books, the ability to summarize has obvious improvement for the fourth grade children of the new residents.4. After teaching with Wordless picture books, the ability to raise question has been improved, and was less restricted by their language ability.Finally, based on the result and the discussion after the research, the researcher would like to suggest implementing Wordless picture books as education tool in the future and for future research references.