The effect of modality on reading comprehension of struggling and typical readers in the second and third grades

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading Pub Date : 2024-07-12 DOI:10.1111/1467-9817.12467

Shahar Dotan, Tami Katzir

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Abstract

Background

“Screen inferiority” refers to a well-established phenomenon observed among adults and teenagers, wherein they demonstrate higher reading comprehension when reading from paper compared to screens. However, there is limited research focusing on readers in the initial stages of reading development. The current study aims to investigate reading comprehension in both screen and paper settings, as well as modality preferences, among young typical and struggling readers in the second and third grades.

Methods

The study included 342 second graders and 284 third-grade Hebrew readers. Their reading comprehension performance in both modalities and their preferences for a particular modality were assessed.

Results

The results suggested no differences in reading comprehension between the two modalities in the second and third grades. The only group that showed numerically higher performance on paper over computer was struggling readers in the second grade. The numeric proportion of modality preferences was higher on the computer rather than on paper.

Conclusions

The current study did not find an effect of modality on reading comprehension in the second and third grades. We did find that children in these grades prefer to read on screens. It is essential to examine the specific characteristics of the digital task to determine when it benefits young readers and when it may be detrimental to them.

Abstract Image

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阅读模式对二、三年级有学习困难的读者和典型读者的阅读理解能力的影响

背景 "屏幕自卑 "是指在成人和青少年中观察到的一种公认的现象，即与屏幕相比，他们在纸质阅读时表现出更高的阅读理解能力。然而，针对阅读发展初始阶段的读者的研究却很有限。本研究旨在调查二、三年级典型和有困难的年轻读者在屏幕和纸质阅读环境下的阅读理解能力以及对阅读模式的偏好。结果表明，二、三年级学生在两种阅读模式下的阅读理解能力没有差异。唯一在数字上纸质阅读成绩高于电脑阅读成绩的群体是二年级的阅读困难生。本研究没有发现阅读模式对二、三年级学生阅读理解能力的影响。我们确实发现这些年级的儿童更喜欢在屏幕上阅读。有必要对数字任务的具体特点进行研究，以确定何时对小读者有利，何时对他们不利。

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来源期刊

Journal of Research in Reading Multiple-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.