This study aims to explore the efficacy of two kinds of electronic books, which consist of an animated book and an illustrated book, on the reading comprehension to the fourth graders. We conducted the research by taking a methodology of “quasi-experimental design” as well as randomly select and divide the participants, who are from four classes of the fourth graders at an elementary school in Nantou city, into the experimental group and the control group, with each group having number of participant n=48. As a results, the efficacy of the electronic picture books on textual implication and scriptural implication to the fourth graders is insignificant, while the impact of reading picture book to the experimental group on textual implication is remarkable. Overall, the dissimilarity in the reading comprehension between the two groups is quite no noticeable.
