Abstract
This research aims to explore the current status and differences between elementary school teachers of special and regular classes using multimedia reading and comprehension online teaching materials through the questionnaire survey method. Subjects of this research are teachers of special and regular classes from northern, central, and southern regions of Taiwan. A total of 277 valid questionnaires were derived. The section below summarizes result of this research:1. "Motivate students to learn" is the most significant quality of multimedia reading and comprehension of online teaching material.2. The most frequently used reading techniques by teachers of regular and special classes are "reciting" and "pointing out life experiences similar to the content of the articles", and the most frequently used reading comprehension strategy is the "article structure analysis strategy".3. Teachers of both groups think that "article structure analysis", supplemented by multimedia story structure assisting strategy" (part of multimedia reading comprehension assisting strategy), is the most effective strategy, as well as "graphic organization strategy" supplemented by "graphic organization strategy". When teaching "graphic prediction strategy", teachers of special education classes think that "graphic prediction strategy" is most effective, while teachers of regular classes think that "graphic assisting strategy" is more effective.