This study aims to explore the learning attitudes and effects influences of Live@edu assisting in reading teaching on junior high school students. In this study, a quasi-experimental research method is used. The samples are 63 eighth-grade students of a junior high in Pingtung County, who are divided into two groups－experimental group (32 students) and comparative group(31 students). 3 times’experimental reading teachings were carried out by the researcher. The experimental group accepted the researcher’s reading teaching on the Live@edu platform, while the comparative group accepts traditional reading teaching in the classroom. Throughout the process of teaching, the independent variable is the different teaching environment. With that, the researcher tried to discuss the influence of the learning attitude and effects on learning with Live@edu platform and traditional reading teaching on students. Before the teaching, both groups took a pre-test based on reading learning effects. After the experiment, they took a post-test based on reading learning effects. During the experiment, pop quizzes were given to students for understanding students’learnging situation. After the teaching, experiment group took a test of reading attitude, learning satisfaction and reflections. And then all the data were collected and was analyzed with descriptive statistics, paired t-test, single sample t-test, multiple regression, and ANCOVA analysis. The results of the study are as follows: 1. Live@edu assisting in reading teaching is obviously effective in the cognition, interest and learning behavior of students reading attitudes. Therefore, the sum scores are higher. 2. In the learning satisfaction field, students get high learning satisfaction in teaching methods, learning qualities, learning interactions, learning evaluations, learning experience, and the overall scores. It is obviously that the students’ scores in post-test are higher than their scores in pre-test. Moreover, compared with Live@edu assisting in reading learning and traditional learning on reading attitudes, the experimental group gets higher score in post-test than the comparative group. Furthermore, experimental group students were making progress on feedback and article analyses.