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As children now spend considerable time reading electronic media, digital reading skills and good reading comprehension are essential. However, many studies agree that screen-based reading leads to shallow reading, short attention spans, and poor comprehension. Therefore, this work presents a collaborative reading annotation system with a reading annotation and interactive discussion scaffold (CRAS-RAIDS) for improving reading performance in collaborative digital reading environments. This study used a quasi-experimental design. Fifty-three Grade 5 students were recruited from two classes of an elementary school in Taoyuan County, Taiwan. One class was randomly designated the experimental group used the proposed CRAS-RAIDS support for collaborative reading. The other class was designated the control group and used the traditional paper-based reading annotation method and face-to-face …