For skilled comprehenders digital reading is a routine task, for unskilled comprehenders it is a problem

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-06-23 DOI:10.1016/j.lindif.2025.102745

Johannes Naumann , Liene Brandhuber , Frank Goldhammer , Beate Eichmann , Samuel Greiff

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引用次数: 0

Abstract

From theories of task-oriented reading we derived the hypothesis that digital reading has characteristics of a problem for poor comprehenders, while it poses a routine task for skilled comprehenders. It follows that problem solving predicts navigation and digital reading over and above comprehension, and there is an ordinal interaction between comprehension and problem solving. This interaction means that effects of problem solving on navigation and digital reading are stronger in poor, and weaker in skilled comprehenders. Effects of problem solving, comprehension and their interaction on digital reading are assumed to be mediated through navigation. These hypotheses were tested using PISA-Data (N = 13,080), employing two indices of navigation, “Precision” and “Adaptive processing”. Results confirmed our hypotheses with the only exception that Adaptive processing was not predicted by the interaction between problem solving and comprehension. Our results suggest that digital reading constitutes a routine task for skilled, but a problem for unskilled comprehenders.

Educational relevance statement

In the 21st century virtually every student and adult is confronted with the task to search for, read, understand and use information on line on a daily basis for personal, educational or occupational purposes. For some readers this task is routine, which they easily accomplish. For others, this task is a complex problem, which they cannot readily solve. The present research shows that good comprehension skill, as taught in advanced reading instruction, puts readers in a position to proficiently find and adequately process information on line. In the face of lacking comprehension skill digital reading becomes a problem, which can be overcome when readers are in command of good problem solving skill. This means that besides efficient reading instruction, designing curricula to improve problem solving skill is vital to teach students how to navigate the digital 21st century information landscape.

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对于熟练的读者来说，数字阅读是一项常规任务，对于不熟练的读者来说，这是一个问题

从任务导向阅读理论出发，我们得出了这样的假设：数字阅读对阅读能力差的人来说是一个问题，而对阅读能力好的人来说则是一个例行任务。由此可见，问题解决能力对导航和数字阅读的预测高于理解能力，理解能力和问题解决能力之间存在有序的相互作用。这种相互作用意味着解决问题对导航和数字阅读的影响在阅读能力差的学生中更强，而在阅读能力好的学生中更弱。问题解决、理解及其交互作用对数字阅读的影响被认为是通过导航介导的。这些假设采用PISA-Data （N = 13,080）进行检验，采用导航两个指标，“精度”和“自适应处理”。结果证实了我们的假设，唯一的例外是适应性加工不能通过问题解决和理解之间的相互作用来预测。我们的研究结果表明，对于熟练的阅读者来说，数字阅读是一项常规任务，但对于不熟练的阅读者来说，这是一个问题。在21世纪，几乎每个学生和成年人都面临着每天为个人、教育或职业目的在网上搜索、阅读、理解和使用信息的任务。对于一些读者来说，这项任务是例行公事，他们很容易完成。对其他人来说，这个任务是一个复杂的问题，他们不能轻易解决。本研究表明，在高级阅读教学中，良好的理解能力可以使读者熟练地发现和充分地处理网络信息。面对缺乏理解能力的数字阅读成为一个问题，当读者掌握了良好的问题解决能力时，这个问题可以被克服。这意味着，除了有效的阅读教学外，设计课程以提高学生解决问题的能力对于教学生如何驾驭21世纪的数字信息景观至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).