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Feener argued that interactive electronic books can improve reading comprehension for elementary students that are struggling with reading. However, Grimshaw, Dungworth, McKnight and Morris (2007) found elementary students’ comprehension did not significantly differ when students read electronic books compared to printed books of the same story. This was found even though students reading the electronic stories had access to electronic narration and an online dictionary to define unknown words (Grimshaw et al.). Trushell, Burrell and Maitland (2001) also found that elementary students’ recollection of an electronic interactive storyline was poor. The researchers concluded the students were distracted from the storyline by the “eye-candy” that the electronic storybook provided such as narration, highlighting of words, animations and sounds. The “eye candy” was a form of entertainment for the students and did not improve reading comprehension (Trushell et al.). There are discrepancies in findings as to whether electronic books increase students’ enjoyment of reading. Feener and Trushell et al. (2001) argue electronic books increase enjoyment of reading. However, Grimshaw et al. (2007) found there were no significant differences in the children’s’ enjoyment of reading when they read electronic versions compared to when they read printed versions of the same story. The enjoyment ratings were slightly higher for the students who had narration of the book, but the effect was not significant ( Grimshaw et al.). Feener states that electronic books can eliminate students’ difficulty with reading fluency. However, when reading fluency has not been established, young readers tend to use their finger or bookmark to follow the text. Students reading from a computer screen are unable to use these tools to track the text and students take longer to read from the computer than printed texts. Grimshaw et al. (2007). Rucational Technology Grimshaw, S., Dungworth, N., McKnight, C. & Morris, A. (2007). Electronic books: children’s reading and comprehension. //British Journal of Educational Technology//, 38(4), 583–599. Trushell, J., Burrell, C. & Maitland, A. (2001). Year 5 pupils reading an ‘Interactive Storybook’ on CD-ROM: losing the plot? //British Journal of Educational Technology//, //32//(4), 389–401. ctronic booksBritish Journal of  Educational Technology
 * Using computer technology does not assist struggling readers **