Word reading fluency is crucial for early L2 development. Moreover, the practice of digital reading has become increasingly common for both children and adults. Therefore, the current study ...investigated factors that explain digital word reading fluency in English (L2) among Chinese children from Hong Kong. Eighty-six children (age: M = 9.78, SD = 1.42) participated in a digital silent word reading test using a mobile phone, a computer, or a tablet. This is a 10-minute timed test of English word reading. Overall, children's digital word reading fluency was highly correlated with print word reading fluency, even when measured a year apart. A hierarchical regression model revealed that socio-economic status ( β = .333), grade ( β = .455), and English reading motivation ( β = .375) were positively and uniquely associated with performance in digital reading. These predictors explained 48.6% of the total variance in task performance. Two additional variables, i.e., the type of reading device and extraneous cognitive load, were included as well. Digital word reading fluency was significantly poorer when done using a phone as compared to a computer ( β = -.187). No significant difference was found between reading on a tablet and a computer. Extraneous cognitive load ( β = -.255) negatively and uniquely explained digital word reading fluency as well. Overall, the model explained 58.8% of the total variance. The present study represents the first attempt to highlight a comprehensive set of predictors of digital word reading fluency.
This meta-analysis looked at 17 studies which focused on the comparison of reading on screen and reading on paper in terms of reading comprehension and reading speed. The robust variance estimation ...(RVE)- based meta-analysis models were employed, followed by four different RVE meta-regression models to examine the potential effects of some of the covariates (moderators) on the mean differences in comprehension and reading speed between reading on screen and reading on paper. The RVE meta-analysis showed that reading on paper was better than reading on screen in terms of reading comprehension, and there were no significant differences between reading on paper and reading on screen in terms of reading speed. None of the moderators were significant at the 0.05 level. In the meanwhile, albeit not significant, examination of the p-values for the difference tests prior to 2013 and after 2013 respectively (not shown here) indicated that the magnitude of the difference in reading comprehension between paper and screen followed a diminishing trajectory. It was suggested that future meta-analyses include latest studies, and other potential moderators such as fonts, spacing, age and gender.
•Reading on paper is better than reading on screen in terms of reading comprehension.•Reading on paper is not significantly different from reading on screen in terms of reading speed.•The magnitude of the difference in reading comprehension between media types followed a diminishing trajectory.
Even before the COVID-19 pandemic, providing digital texts as learning material had become a common practice in academia. But little is known about who profits from and who loses out when moving from ...print to digital reading in higher education. In this study, we connect digital reading to digital divides, and draw on a unique data set of university students digital reading practices obtained by a quantitative survey during the lockdown semester in three European countries. Based on the statistical results for digital reading access, attitudes, motivation, skills, behavior, and support, we argue that varying digital reading experiences of students are linked to inequalities in higher education opportunities. In conclusion, our results contrast current digital policies of merely improving access to digital texts in academia to democratize higher education.
This systematic literature review was undertaken primarily to examine the role that print and digitally mediums play in text comprehension. Overall, results suggest that medium plays an influential ...role under certain text or task conditions or for certain readers. Additional goals were to identify how researchers defined and measured comprehension, and the various trends that have emerged over the past 25 years, since Dillon s review. Analysis showed that relatively few researchers defined either reading or digital reading, and that the majority of studies relied on researcher-developed measures. Three types of trends were identified in this body of work: incremental (significant increase; e.g., number of studies conducted, variety of digital devices used), stationary (relative stability; e.g., research setting, chose of participants), and iterative (wide fluctuation; e.g., text length, text manipulations). The review concludes by considering the significance of these findings for future empirical research on reading in print or digital mediums.
This exploratory study compared the effects of two different mediums of reading—interactive e-book reading and paper-based reading—on learners’ reading comprehension. A specific focus was placed on ...literal vs. inferential comprehension. Thirty Korean middle school English language learners were randomly assigned to an interactive e-book reading (treatment) group or a paper-based reading (control) group. A pre-test and five comprehension tests were administered to both groups over a total of six reading sessions. A survey was also conducted to investigate students’ perceptions of how helpful interactive e-book features were in aiding their reading comprehension. Results from the reading comprehension test scores showed no statistical differences between the groups across the five tests. Analysis of literal and inferential questions also showed no significant difference overall. Findings from the survey data along with researcher observation notes suggest that interactive features that are not designed to aid students’ understanding can distract students from the task of reading which may hinder their comprehension. The overall results of this study suggest that it may not be the medium of reading, but how students engage with each medium that can affect their comprehension of text.
New media are changing the literary sphere in various ways. In this article I want to focus on the dimension of literary reading. My aim is to map some stances around critical points in the debate ...about the potential effects of the transition from reading on paper to reading on screen. In particular, I want to consider the physical-sensorious dimension of reading, the issue of immersion and the matter of attention. Without any claim of completeness, I would like to draw some guidelines about relevant key points in such a complex debate. In the end of the article, I will notice that the “problem of reading” calls into question political issues.
This study was aimed at exploring vocational school students’ perceptions of their digital reading during the pandemic and their utilization of various digital media. The participants were eight ...students from three public vocational schools in Semarang, Central Java. This study adopted a qualitative descriptive method to explore vocational students’ perceptions of digital reading in times of COVID-19 pandemic. Data were gathered through an online semi-structured interview, in which the recording was transcribed and analyzed from the lens of multimodality. The study revealed that during the pandemic, vocational school students reported their difficulties in reading vocational materials in digital files, especially in the portable document format (pdf). The major influencing factors were the rigidity of learning materials in the pdf, the lack of peer interactions after digital reading, and the teachers’ pedagogical moves that might obstruct the development of digital reading skills. In contrast, this study reported that students utilized a plethora of digital media, websites, and applications, including Tiktok, Instagram, Wattpad, and Webtoon to read a wide variety of topics that capture their interests, from social, politics, economics, and romance. This study underlines the importance of enhancing student skills in digital reading in vocational subjects by utilizing various digital media.
•Attitude toward ICT use was positively related to digital reading achievement•This relationship was stronger for male students in the U.S. and Finland•Digital reading frequency was positively ...related to digital reading achievement•This relationship was stronger for male students in Singapore•ICT use frequency was negatively related to digital reading achievement
By using the PISA 2018 data across the United States, Singapore, and Finland, this study examined whether students’ frequency of reading on digital devices and their frequency of and attitude toward using digital devices were related to digital reading achievement. The results showed that student attitude toward the use of digital devices was positively associated with digital reading achievement. This relationship was stronger for male students in the United States and Finland. Students’ frequency of using digital devices was negatively associated with digital reading achievement, while students’ frequency of reading on digital devices was positively associated with digital reading achievement. The association between frequency of reading on digital devices and digital reading achievement was stronger for male students in Singapore.
This study analyzed the tendency to participate in reading activities organized by online book clubs. The universe of the research consists of Turkish Booktube channels and their followers. Booktube ...channels chosen as samples in the study are Ayşe Ümit Karabacak, Kitap Dünyam, and Mine’s Book Suggestions. The universe of Booktube channel followers was also limited to a sample of 549 people. The study used semi-structured interviews with Booktubers and a questionnaire with Booktube channel followers as a data collection technique. The data obtained from these data collection techniques were analyzed with the content analysis method in the 2020.2.2 version of the Maxqda program. Obtained findings; It is seen that the motivations of the Booktubers who produce content on the Booktube channel and the followers who consume the Booktube videos differ in various aspects. In terms of booktubers, the main factor in participating in this channel is a social benefit, creating personal archives from video content and contributing to their personal development. For followers, the aim is to learn about literature, do homework/research, and gain reading habits. As a result; There are differences in the motivations of Booktube channel owners and Booktube channel viewers to participate in these channels. Accordingly, the definitions of the content followed and quality video also varies. Although participation in these channels, content followed, and quality content approaches differ in terms of Booktubers and followers, they look at the achievements of Booktube from a similar perspective.
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