近年來，許多研究指出在教學過程中，激發學習者主動思考可以促進學習成效，而教學中融入學習者學習風格的偏好也能達到事半功倍的學習效果。本文旨在探討布書操作的教學效益，並同時比較閃示卡教學和傳統閱讀教學在詞彙識別、句子闡述、閱讀理解和口語表現方面的學習效果。

參與研究之實驗對象為三班共三十一位三年級學童，隨機分配任一班級為實驗組與兩組控制組，分別接受布書閱讀教學、閃示卡教學及傳統英語閱讀教學。三組同時接受同一教師英語教學，歷程為期二十週，每週一次四十分鐘共計六個單元。另外，為檢視三組學童的學習成效，評量內容包含學習者的英語能力前測、後測及六個單元閱讀理解及口語表現的立即測驗。此外，在教學實驗結束後，實驗組的學習者分別填寫接受布書教學之學習態度問卷及回饋。

整體而言，分析結果顯示，使用布書教學之實驗組教學活動，有效的增進學童的字彙、句型、閱讀理解及口語能力，並且在各項測驗的表現優於其他兩組控制組。此外，實驗組的問卷及回饋結果顯示，學童們對於布書的操作在英文學習上持有正面的態度。根據上述的結果，本研究建議台灣的英語教師在教學歷程中，結合觸覺型輔助教學工具以激發學童學習的主動性，進而開展閱讀理解力及口語能力，促進英文學習成效。

Over the years, research has established that involving students in thinking while engaging facilitates learning. Drawing on learning styles, this study aims to investigate the effectiveness of cloth book reading instruction compared to flashcard-based instruction and traditional reading instruction. The study specifically focuses on the aspects of vocabulary recognition, sentence comprehension and speaking performance. The participants were third-grade elementary school students from three homogeneous intact classes (N=31) randomly assigned to the control and experimental groups. The three groups received a forty-minute instruction once a week up to 20 weeks encompassing 6 units in total. The instruments included quantitative analyses of a proficiency pretest, six immediate reading and speaking comprehension tests, and an achievement posttest. To further probe the subjects’ perceptions of cloth book instruction, a questionnaire was administered to the subjects of the experimental group after the treatment. Results of the study showed that the experimental group performed significantly better than the control groups on reading comprehension and oral recount, indicating the intervention with cloth book active reading instruction effectively enhanced young EFL learners’ reading growth. Moreover, the subjects in the experimental group responded positively toward the cloth book usage in learning English.