Resumo

TSUEI, Mengping; HUANG, Hsiu-Wen  e  CHENG, Shu-Fen. The effects of a peer-tutoring strategy on children's e-book reading comprehension. S. Afr. j. educ. [online]. 2020, vol.40, n.2, pp.1-12. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v40n2a1734.

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.

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

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