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.

https://doi.org/10.15700/saje.v40n2a1734

ORCiD iDs of authors:
Mengping Tsuei - https://orcid.org/0000-0001-9891-9602
Hsiu-Wen Huang - https://orcid.org/0000-0002-8896-209X
Shu-Fen Cheng - https://orcid.org/0000-0002-9421-0062