Most recently light and mobile reading devices have become popular and they may open new possibilities for reading applications in education. Previous research indicates that the learner has highly evaluated the usefulness and functionality of the e-readers. With respect to e-readers, some research also pointed out that e-readers are widely applied to support personalized learning. Therefore, e-readers with multimedia resources can improve learning performance and learning outcomes. However, most researchers focuses on e-readers with personalized learning system. To the end, we developed an Annotatable Multimedia E-Readers (AME) with annotation sharing for elementary school students learning English. The main purpose of this study was to investigate the differences of learning behaviors and learning time with AME using with different level of learning achievement learners. There were 31 sixth grade participants in this study. The result indicated that high level of learning achievement students make more text annotation in class, voice annotation after class and listening one's own voice annotation after class with annotation sharing mechanisms than those of the low level of learning achievement students. On the other hand, the students with high level of learning achievement were continuous learning no matter in/after class. This implies that the continuous learning is one of the key factors for learning.
