SA Journal of Education, Vol 40, No 2 (2020)

The effects of a peer-tutoring strategy on children’s e-book reading comprehension

Mengping Tsuei, Hsiu-Wen Huang, Shu-Fen Cheng


Reading competence is one of the most critical skills for children’s academic success. In the study reported on here we proposed an integrated peer-tutoring strategy for reading comprehension that employs e-books for elementary school students. The effects of this strategy on children’s reading comprehension were investigated using a quasi-experimental design. Three classes of 11–12-year-old students (n = 73) participated in the study for 12 weeks. Compared to the control group, students in the experimental group, who engaged in peer tutoring with e-book reading, showed significant gains in reading comprehension. Students’ perceptions of the benefits of the peer-tutoring resources to their reading are discussed. The findings demonstrate that the integration of peer tutoring in e-book reading results in an effective instructional model for the enhancement of elementary school students’ reading.

ORCiD iDs of authors:
Mengping Tsuei -
Hsiu-Wen Huang -
Shu-Fen Cheng -

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