過去文獻指出親子共讀於幼童的故事理解與讀寫能力萌發均有益處，然而電子書介入共讀之後，親子言談行為之品質可能受到電子書互動性的影響而轉變，成人引導角色或許消弱，親子間有助於幼童讀寫萌發的言談行為可能產生變化。本研究旨在比較電子書與紙本書親子共讀情境下，成人與幼童的言談行為表現是否有差異，以及幼童的故事訊息理解程度之差異為何。受試者共選取12對親子，所選用之電子書版繪本的故事內容與插畫風格皆與紙本書版繪本一致，惟電子書具有手動導讀功能可供讀者使用。實驗蒐集兩種共讀情境中親子的口語與非口語語料，並根據文獻重訂編碼系統，以進行分析比較其言談互動行為之異同，另針對幼童實施故事問答測驗以評估其故事訊息理解程度。研究結果發現：(1)相較於紙本書共讀情境，電子書共讀情境下的親子出現較少有關促進幼童讀寫萌發的言談行為。(2)相較於紙本書共讀情境，電子書共讀情境下的親子出現較多無關閱讀的言談行為。(3)幼童的故事訊息理解程度比較：紙本書共讀情境下的表現優於電子書情境。; Past research indicated parent-child joint book reading has a beneficial effect on children’s reading comprehension and emergent literacy. However, with the emergence of e-books, the quality of parent-child discourse and behavior might be influenced and changed by electronic interactions from e-books, and adults' guidance might be eliminated. This study aimed to examine children's reading comprehension by comparing e-books and paper books in terms of adults’ and children’s discourse and behavior among parent-child joint book reading contexts. 12 pairs of parents and children were recruited as subjects in this study. The content and illustration style of the story are identical in the e-books and paper books. The e-books however have the manual guidance function for the readers to use. Parents’ and children’s verbal and non-verbal data were selected in the two contexts. The researcher, based on the literature, re-developed a coding scheme to analyze the similarities and differences in terms of parents’ and children’s discourse and behavior. In addition, tests regarding the stories they read were conducted to assess children's reading comprehension. The results showed that: 1) compared with the paper book context, fewer discourses and behaviors that promote children’s reading comprehension and emergent literacy occur in the e-book context; 2) compared with the paper book context, more discourses and behaviors irrelevant to reading developments occur in the e-book context; 3) the paper book contexts have more beneficial effects on children’s reading comprehension than the e-book contexts do.