Demiroz, Emine2021-11-202021-11-2020202630-6301https://doi.org/10.24315/tred.568997https://dergipark.org.tr/tr/pub/tred/issue/52844/568997https://dergipark.org.tr/tr/download/article-file/1009912https://hdl.handle.net/20.500.14551/7462Students who score one or more grade levels below thestandard expectations in reading tests are defined as struggling readers.Struggling readers tend to succeed in reading assessments when effectiveinterventions are integrated to support their literacy practices. Recently, technologyuse has been one of the most popular interventions in contemporary readinginstruction for struggling readers. In this study, I examined the experiencesof six 3rd grade struggling readers within tutoring sessions to exploretheir experiences with interactive digital books. Data collection sourcesincluded semi–structured interviews, document collection, and field notes. Thisstudy revealed that every struggling reader needs a special literacy curriculumwith strategies that are unique to their needs. The findings also suggestedthat interactivity of hotspots might be either encouraging or discouraging forstudents depending on the quality of digital books and adult guidance. en10.24315/tred.568997info:eu-repo/semantics/openAccessstruggling readertechnologyinteractivityinteractive digital bookArticle101276284414193568997