Third to fifth graders read an interactive choose-your-own adventure e-Book. User logs recorded their reading behaviors and were used to investigate students’ in-the-moment reading behaviors. Reader’s standards of coherence, motivation, and reading strategies were hypothesized to relate to children’s reading behaviors, such as time reading pages, answering embedded questions correctly, and making thoughtful decisions, and in turn to word knowledge gains. Structural equation models revealed that the more time students spent reading embedded questions, the more likely they were to answer the questions correctly, which in turn strongly predicted gains in word knowledge. The more time students spent reading text pages, the more likely they were to make good decisions. Additionally, student participation in a weekly book club, randomly assigned within classrooms, predicted stronger gains in word knowledge. Findings highlight the potential of e-Books to improve word knowledge, and that student user-logs offer another way to study reading comprehension in-the-moment.

三年级至五年级的学生阅读互动式的自己选择的冒险电子书。用户日志记录了他们的阅读行为，并用于调查学生的即时阅读行为。假设读者的连贯性，动机和阅读策略的标准与儿童的阅读行为有关，例如定时阅读页面，正确回答嵌入的问题，做出周到的决定，以及进而获得单词知识。结构方程模型显示，学生花在阅读嵌入式问题上的时间越长，他们回答正确问题的可能性就越大，这反过来又强烈地预测了单词知识的获得。学生花在阅读文本页面上的时间越多，他们做出正确决定的可能性就越大。此外，学生参加每周的读书俱乐部，在教室内随机分配，可以预测单词知识的增强。调查结果凸显了电子书改善单词知识的潜力，而学生用户日志提供了另一种方法来研究即时阅读理解。