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Keywords:

  • Comprehension ;
  • Comprehension monitoring;
  • Prior knowledge;
  • Questioning;
  • Summarizing;
  • Text features, text structure;
  • Digital/media literacies ;
  • New literacies;
  • Specific media (hypertext, Internet, film, music, etc.);
  • Literature ;
  • Genre studies;
  • Literary elements;
  • Literature-based instruction;
  • Adolescent/young adult literature;
  • Motivation/engagement ;
  • Attitude;
  • Choice, preference;
  • Research methodology ;
  • Case study;
  • Qualitative;
  • Strategies, methods, and materials ;
  • Instructional technology;
  • Reading strategies;
  • Teacher education, professional development ;
  • In-service;
  • Preservice;
  • Reflection;
  • Vocabulary ;
  • General vocabulary;
  • To learners in which of the following categories does your work apply? ;
  • Early adolescence ;
  • Adolescence ;
  • College/university students

Abstract

This article describes what happened when 49 preservice teachers participated in an e-book reading experience in order to prepare them to teach with e-books in K-12 classrooms. In addition to examining the preservice teachers' digital reading behaviors and dispositions, this manuscript also examines reader factors and text factors of digital texts and their impact on comprehension; how K-12 students and teachers utilize e-books in today's classrooms; trends in e-book technologies; and the reasons why new literacies in general, and e-books in particular, should become part of a balanced literacy approach.