本研究主要目的在探討以數位閱讀教學方式對國小高年級學童來進行閱讀理解教學對學生閱讀理解之影響。本研究採準實驗研究法，以高雄市公立國小五年級兩班學生為研究對象，實驗組須接受十週，每週兩節共二十節的實驗處理，由研究者擔任教學者，而控制組學生則未接受實驗處理。實驗之量化資料以「國小高年級閱讀理解能力測驗」進行測量，依研究目的不同而進行共變數分析；質性資料則根據其中之質性問答部分以及教師課堂觀察等資料進行分析。本研究之主要結論如下：一、數位閱讀理解教學對促進國小高年級學童閱讀理解能力之影響與控制組間達顯著差異。二、國小高年級學童在進行數位閱讀教學與一般課堂閱讀教學後，兩組學生閱讀態度表現及閱讀興趣沒有顯著差異。三、國小高年級學童在進行數位閱讀教學前後，整體閱讀理解能力測驗分數表現未達顯著差異；但對故事體閱讀理解能力達顯著差異。

The purpose of the study was to investigate the influences of digital reading and instruction on higher-grade students' reading comprehension. The researcher designed both pretest and posttest in the quasi-experiment. The students were from two classes at an elementary school in Kaohsiung City. The experimental group, led by the researcher, had digital reading and instruction twice a week for ten weeks. The control group had their reading instruction as usual. Then, the quantitative data were collected based on the ”tests of reading comprehension of elementary students” by the researcher, and its covariance was analyzed (ANCOVA). Also, the qualitative data, including teacher's observations and students' answers to open-ended questions on the same scale, were analyzed. The study results were as follows:1. There were significant differences of their reading comprehension between the two groups.2. There were no significant differences of their reading interest between the two groups.3. The results of their overall reading comprehension reveal no significant differences, but that in terms of the texts in type of stories reveals significant differences.