Model of E-Reading Process for E-School Book in Libya

Defining the stages which the reader follows when reading e-resources is one of several factors which can provide significant insights into actual reading behaviours and cognitive processes of readers. Two different samples of students who study in Libyan primary schools, aged 9 to 12, were selected to investigate how students use and interact with both print and digital school books, identify the e-reading process, outline the aims of using the internet and technology, and define what students like and dislike in both versions. Furthermore, students found using the e-textbook to be more difficult than paper book and a significant difference is found in the reading process between paper books and electronic books. In addition, two reading strategies were used to read school book in both versions (electronic and paper): (1) view the text then answer the questions, or (2) view the questions than search for the correct answers. DOI: 10.4018/978-1-4666-3898-3.ch012