Forfattere
Oscar Skovdahl Jørstad, Ladislao Salmerón, Øistein Anmarkrud
Sammendrag
Despite past efforts to investigate how students' interactions with digital devices shape their digital reading comprehension skills, we still need more knowledge about struggling readers in digital reading contexts. Previous research has shown that digital reading comprehension is negatively associated with general digital device usage and positively associated with some academic digital reading activities in the general student population. We used data from ePIRLS 2016 to investigate whether such patterns are related differently to struggling and nonstruggling readers. For struggling readers, we found that digital reading comprehension was negatively associated with the general use of digital devices for schoolwork. There was no statistically significant relationship between academic digital reading activities and digital reading comprehension. In contrast, this relationship was positively associated with digital reading comprehension among nonstruggling readers. We discuss how typical digital classroom activities may be differently related to digital reading comprehension depending on students' print reading comprehension skills.
Keywords: Struggling readers; Digital reading comprehension; Large-scale assessments; Digital device usage; Academic digital reading activities