This study aims to explore the impact of learner grade, visual cueing, and control design on children's reading achievement of audio e-books with tablet computers. This research was a three-way factorial design where the first factor was learner grade (grade four and six), the second factor was e-book visual cueing (word-based, line-based, and paragraph-based cueing), and the third factor was e-book control mechanism (system-controlled and learner-controlled). The e-books used in this study were on the topic of "six major classes of nutrients" and the content was created with Adobe Flash CS 5.5. This research was guided by this question: Is there any interaction among learner grade, visual cueing, and learner control on children's reading of audio e-books in terms of learning achievement (recall and transfer)? A sample of one hundred and eighty-five fourth and sixth graders joined the study, and participants were assigned into one of these groups randomly. The results showed significant interactions among these three factors. The fourth graders found the paragraph-based cueing and system-controlled mechanism advantageous; however, the sixth graders performed equally well under all different conditions of interface design. The results indicated that the fourth and sixth graders have different characteristics as readers and, by extension, suggest audio e-book design should consider the target readers' cognitive and psychological development.