Digital versus Paper Reading Processes and Links to Comprehension for Middle School Students

Autor/inn/en	Goodwin, Amanda P.; Cho, Sun-Joo; Reynolds, Dan; Brady, Katherine; Salas, Jorge
Titel	Digital versus Paper Reading Processes and Links to Comprehension for Middle School Students
Quelle	In: American Educational Research Journal, 57 (2020) 4, S.1837-1867 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Goodwin, Amanda P.) ORCID (Brady, Katherine) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219890300
Schlagwörter	Reading Processes; Printed Materials; Electronic Learning; Correlation; Reading Comprehension; Middle School Students; Notetaking; Behavior Patterns; Laptop Computers; Early Adolescents; Standardized Tests; Urban Schools; Preferences; National Competency Tests; Student Interests; Literacy; Reader Text Relationship; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Leseprozess; Korrelation; Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Laptop computer; Laptop; Computer; Digitalrechner; Standadised tests; Standardisierter Test; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Studieninteresse; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	This study explores digital and paper reading processes and outcomes for 371 fifth to eighth graders completing a reading task similar to standardized testing. Results showed students highlighted and annotated more when reading the paper versus digital text. Also, reading on paper versus digitally was slightly supportive of reading comprehension for the longer section of text. For behaviors, digital highlighting and looking back at the paper text were supportive of reading comprehension, whereas paper highlighting was negatively related, likely because paper highlighting tended to occur often outside of important areas of the text. Paper and digital annotating, online dictionary use, and digital look-back did not link to comprehension, when controlling for other covariates. Links to theory, research, and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01