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. Keywords: e-book; elementary school children; mobile learning; peer tutoring; reading comprehension

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同伴辅导策略对儿童电子书阅读理解的影响

阅读能力是儿童学业成功最关键的技能之一。在此处报告的研究中，我们提出了一种针对小学生使用电子书进行阅读理解的综合同伴辅导策略。使用准实验设计研究了这种策略对儿童阅读理解的影响。三个班级的 11-12 岁学生（n = 73）参加了为期 12 周的研究。与对照组相比，通过电子书阅读进行同伴辅导的实验组学生在阅读理解方面有显着提高。讨论了学生对同伴辅导资源对他们阅读的好处的看法。研究结果表明，将同伴辅导与电子书阅读相结合，形成了一种有效的教学模式，可提高小学生的阅读能力。关键词：电子书；小学生；移动学习；同伴辅导; 阅读理解