Journal of Research in Reading最新文献

{"title":"Exploring the roles of L1 reading, L2 proficiency, strategy use and anxiety in L2 Reading comprehension","authors":"Aiping Zhao,&nbsp;Xuening Zhang,&nbsp;Ying Guo,&nbsp;Megan Schneider Dinnesen,&nbsp;Shuyan Sun,&nbsp;Yunqing Xu","doi":"10.1111/1467-9817.12478","DOIUrl":"https://doi.org/10.1111/1467-9817.12478","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Second language (L2) reading is a complex process in which two languages constantly interact. L1 reading and L2 proficiency are two well-acknowledged factors contributing to L2 reading comprehension. Other factors, such as strategy use and anxiety, might also predict L2 reading comprehension, but their roles have not been examined in the presence of L1 reading and L2 proficiency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Participants were 147 high school Chinese English as a foreign language (EFL) learners (mean age = 17.8, <i>SD</i> = 0.48). They were assessed on their L2 reading comprehension, L1 reading comprehension, L2 proficiency (L2 vocabulary and L2 syntactic knowledge), strategy use and reading anxiety.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Hierarchical regression model analyses showed that L1 reading significantly contributed to L2 reading comprehension in the presence of L2 proficiency. Strategy use and anxiety were significant predictors of L2 reading comprehension in the presence of L1 reading and L2 proficiency. Together, they accounted for 53% of the variance in L2 reading comprehension. L2 proficiency moderated the relations between L1 and L2 reading comprehension and strategy use and L2 reading comprehension but not the relation between anxiety and L2 reading comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Besides the well-acknowledged L1 reading and L2 proficiency, strategy use and anxiety were also significant predictors of L2 reading comprehension, stressing the importance of these cognitive and affective factors in L2 reading. By revealing the moderating role of L2 proficiency, these findings deepen our understanding of the nature of the relations between L1 and L2 reading comprehension, strategy use and L2 reading comprehension.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 1","pages":"100-116"},"PeriodicalIF":2.0,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143439163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning spellings and meanings: Longitudinal relations to reading","authors":"Catherine Mimeau,&nbsp;Jessie Ricketts,&nbsp;S. Hélène Deacon","doi":"10.1111/1467-9817.12477","DOIUrl":"https://doi.org/10.1111/1467-9817.12477","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Prominent theories of reading make the prediction that individual differences in children's word learning capacity determine the pace of their acquisition of reading skill. Despite the developmental nature of some of these theories, most empirical research to date has explored the relation between word learning capacity and reading at a single time point. The present study extends this research base by investigating whether earlier learning of the spelling and meaning of words is associated with later core aspects of reading: orthographic representations, word reading and reading comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Participants were 120 English-speaking children followed longitudinally from Grade 3 to Grade 4 (i.e., from 8 to 9 years of age on average). At Grade 3, children read stories containing new words and answered questions about the spelling and meaning of these new words, evaluating orthographic and semantic learning, respectively. Children also completed outcome measures of orthographic representations (with a choice task targeting the spelling of existing words), word reading and reading comprehension (with standardised tasks) at Grades 3 and 4. We conducted regression analyses controlling for age, nonverbal reasoning, working memory, vocabulary and phonological awareness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found that each of orthographic and semantic learning predicted gains in orthographic representations from Grade 3 to Grade 4. Furthermore, orthographic learning at Grade 3 predicted word reading at Grade 4, while semantic learning at Grade 3 predicted reading comprehension at Grade 4.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These longitudinal associations between orthographic and semantic learning and core aspects of reading strengthen the evidence in support of the hypothesis that children's word learning capacity plays a key role in reading development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 1","pages":"83-99"},"PeriodicalIF":2.0,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12477","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143439032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The longitudinal interplay between father–child and mother–child home literacy activities and Children's learning English as a second language in Hong Kong","authors":"Catrina Cuina Liu,&nbsp;Kevin Kien Hoa Chung","doi":"10.1111/1467-9817.12476","DOIUrl":"https://doi.org/10.1111/1467-9817.12476","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The associations between the characteristics of the home literacy environment (HLE) and children's language and literacy skills have been established in first languages. This study investigated the longitudinal interplay between the father–child and mother–child HLE and children's English language skills as L2.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this study, 176 second-year kindergarten children (<i>Mean</i> = 55.06 months, <i>SD</i> = 4.30; 96 boys, 54.5%) were followed into their third year and were assessed on their English vocabulary and word reading. The child's father and mother completed a questionnaire on their independent HLE with their child.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The cross-lagged panel analysis showed that previous father–child formal HLE predicted subsequent activity levels of mother–child and father–child informal HLE. The mother–child formal HLE positively predicted the development of English word reading. A child's prior English vocabulary was positively associated with subsequent father–child informal HLE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The crossover effects between the father–child and mother–child HLE emphasize that the behaviours of one parent's HLE could influence one another. Family-based interventions could consider promoting both fathers' and mothers' roles in fostering children's language learning and reading development in a positive home learning environment. The implications for the effectiveness of the HLE in supporting children's English language learning as L2 are discussed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 1","pages":"63-82"},"PeriodicalIF":2.0,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143439236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating direct and indirect relationships between writing self-efficacy, integrative processing and integrated understanding in a multiple-document context","authors":"Ivar Bråten,&nbsp;Ymkje E. Haverkamp,&nbsp;Natalia Latini,&nbsp;Helge I. Strømsø","doi":"10.1111/1467-9817.12475","DOIUrl":"https://doi.org/10.1111/1467-9817.12475","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>A common approach to assessing students' integrated understanding of multiple documents is to analyse their post-reading written reports. This study investigated to what extent writing self-efficacy directly and indirectly (via integrative processing) contributed to multiple-document comprehension as assessed with an integrative writing task.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A sample of Norwegian university students (<i>n</i> = 67) read four documents on a controversial socio-scientific issue and afterwards wrote reports on the issue without access to the documents. Multiple-document comprehension was assessed in terms of how well the reports reflected an elaborated and integrated understanding of the four documents' content. A mediation analysis was conducted with students' working memory as a covariate, their confidence in their ability to write a text that integrated content from multiple source documents as a predictor, self-reports of their integrative processing during reading as a mediator and multiple-document comprehension as an outcome variable.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>There was an indirect relationship between multiple-document-based writing self-efficacy and multiple-document comprehension via integrative processing. However, no direct relationship between writing self-efficacy and multiple-document comprehension was found. The covariate of working memory uniquely adjusted students' multiple-document comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>In the context of written assessment of multiple-document comprehension, multiple-document-based writing self-efficacy and multiple-document comprehension were indirectly related via integrative processing during reading. The results indicate that not only reading-related but also writing-related individual differences may come into play when multiple-document comprehension is assessed with an integrative writing task.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 1","pages":"46-62"},"PeriodicalIF":2.0,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143439079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The influence of reader and text characteristics on sixth graders' inference making","authors":"Kate Cain,&nbsp;Nicola K. Currie,&nbsp;Gillian Francey,&nbsp;Robert Davies,&nbsp;Shelley Gray,&nbsp;Mindy S. Bridges,&nbsp;M. Adelaida Restrepo,&nbsp;Marilyn S. Thompson,&nbsp;Margeaux F. Ciraolo","doi":"10.1111/1467-9817.12474","DOIUrl":"https://doi.org/10.1111/1467-9817.12474","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>We examined the influence of text and reader characteristics on sixth graders' inference generation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Eleven- to 12-year-old US monolingual English speakers (<i>N</i> = 71) and Spanish-English bilinguals (<i>N</i> = 81) read narrative and informational expository texts requiring an inference and answered an inference-tapping question after each text. We examined the influence of language status, word reading ability, knowledge (background knowledge and vocabulary), and reading strategy awareness and use on question accuracy, question-answering times and sentence reading times.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Linear mixed effects models predicting response accuracy indicated an advantage for narrative texts, in general, and for participants with higher knowledge. When examining variation across the whole sample, rather than contrasting language groups, faster question-answering and sentence processing times were associated with higher knowledge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Adolescent readers are better able to generate inferences from narrative than informational expository texts, and knowledge has a critical influence on both the process and product of inference generation and may explain reading comprehension performance differences between monolingual and bilingual students.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 1","pages":"24-45"},"PeriodicalIF":2.0,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143439007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of executive functions in adolescents' hypertext comprehension","authors":"Ángel Javier Tabullo,&nbsp;Gastón Ignacio Saux,&nbsp;María Rufina Pearson","doi":"10.1111/1467-9817.12473","DOIUrl":"https://doi.org/10.1111/1467-9817.12473","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Internet documents are characterised by their non-linear hyperlink structure, which allows for more flexible reading, at the cost of higher cognitive loads. Linear text reading comprehension skills contribute to hypertext comprehension (either directly or through its impact on navigation behaviours) but cannot fully account for its complexity. There is also evidence that hypertext reading engages executive functions, but few studies have addressed the core executive function processes simultaneously. This study examined hypertext comprehension and navigation skills and their association with linear text reading comprehension and executive functions in adolescents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>One hundred thirty-six third-year students (61% boys; age: <i>M =</i> 14.03, <i>SD</i> = 0.44 years) participated in the study. Students were assessed with a paper-and-pencil expository text comprehension test, a computerised neuropsychological battery to measure executive functioning (perceptual and response inhibition, shifting and working memory [WM]) and a hypertext comprehension task.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We found direct contributions of shifting, linear text comprehension and navigation efficiency to hypertext comprehension. Linear text comprehension was associated with shifting, while navigation efficiency increased with WM and linear text comprehension skills. In addition, navigation partially mediated the effects of linear text comprehension and fully mediated those of WM on hypertext comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We found direct and indirect contributions of executive function to hypertext comprehension, mediated by linear text comprehension and navigation efficiency. This suggests that finding and integrating information from hypertexts engages shifting beyond its contribution to linear text reading. The role of WM was explained by its contribution to navigation efficiency (providing a workspace to keep track of navigation paths, reading goals and inferential processing). These findings underline the relevance of high-level cognitive abilities for Internet reading in adolescents, as well as the importance of teaching boosting navigation strategies in middle school, given their impact on hypertext comprehension.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"48 1","pages":"3-23"},"PeriodicalIF":2.0,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143438760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What we have learned about learning to read in a digital age and children's contemporary reading experiences","authors":"S. Hélène Deacon,&nbsp;Xi Chen,&nbsp;Diana Burchell","doi":"10.1111/1467-9817.12472","DOIUrl":"https://doi.org/10.1111/1467-9817.12472","url":null,"abstract":"","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 3","pages":"243-248"},"PeriodicalIF":2.0,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evidence-based support provided to struggling readers in later primary years in the UK: A scoping review","authors":"Meryem S. Üstün-Yavuz,&nbsp;Rose Brooks,&nbsp;Silke Fricke,&nbsp;Jenny Thomson","doi":"10.1111/1467-9817.12471","DOIUrl":"10.1111/1467-9817.12471","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In the last two decades, a number of empirical studies investigated the impact of UK-based interventions for struggling readers in later primary years (called Key Stage 2 or KS2 in the UK). However, to date, there are no reviews that look at the extent and nature of the existing UK-based literature. This scoping review explores the extent of the available literature focusing on struggling readers in KS2 and aims to summarise the findings of available research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A scoping review methodology was used, and six databases were searched from 2000 to 2022. The initial search yielded 1236 studies, of which 24 met the eligibility criteria and were included in this review.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Most of the included studies (21 out of 24) demonstrated positive outcomes, and the support provided led to improvement in the reading skills of struggling readers in KS2. The available intervention programmes included a wide range of intensity, varied group sizes and targeted different reading skills. There is currently insufficient evidence to suggest the relative efficacy of one intervention over another.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The review confirmed the need for more robust research in this area and highlighted the importance of learning lessons from the international evidence base.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 4","pages":"626-647"},"PeriodicalIF":2.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12471","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using orthographic support to reduce the impact of noise on oral vocabulary learning in adults","authors":"Andrea Salins,&nbsp;Linda Cupples,&nbsp;Greg Leigh,&nbsp;Anne Castles","doi":"10.1111/1467-9817.12470","DOIUrl":"10.1111/1467-9817.12470","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Although most prevalent in childhood, the acquisition of new words in oral vocabulary takes place right across the lifespan. Of the many factors that influence oral vocabulary learning, one extrinsic factor is the listening environment. The current study aimed to examine whether the presence of noise impacts oral vocabulary learning in adult native speakers of English and, if so, whether this can be alleviated by the incidental presence of orthography when introducing new words.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Sixty 18–35-year-old native speakers of English were divided into two groups: orthography present and orthography absent and were taught novel picture–word pairs either in quiet or in noise. Word learning was assessed using picture naming and picture–word-matching tasks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results revealed that the presence of orthography during training reduced the negative impact of noise and supported word learning and retention in adults.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>These results are promising for vocabulary instruction practices in less-than-ideal listening environments where structural modifications are not a feasible option.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 4","pages":"601-625"},"PeriodicalIF":2.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12470","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Scrolling and hyperlinks: The effects of two prevalent digital features on children's digital reading comprehension","authors":"Klaudia Krenca,&nbsp;Emily Taylor,&nbsp;S. Hélène Deacon","doi":"10.1111/1467-9817.12468","DOIUrl":"10.1111/1467-9817.12468","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study examined how children's ability to understand what they read on screens is impacted by two specific digital features: hovering hyperlinks and scrolling.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The participants were 75 English-speaking children (<i>M</i> = 9.90 years, <i>SD</i> = 0.90 years) in Grades 3 to 5 who participated in an online research study. Using a within-participants design, children read standardised passages from the Gates–MacGinitie Reading Tests (MacGinitie et al., 2000) and answered multiple-choice comprehension questions. In one condition, passages were presented without digital features referred to as the clicking condition; in another, children had to scroll to navigate through the passages, in a third, there were hyperlinks that provided a word definition when a participant hovered their cursor over a blue and underlined word, and a final condition included both scrolling and hyperlinks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>As expected, there was a significant main effect of grade on children's ability to understand what they read, with better performance for children in Grade 5 than 3. Critically, there was a significant main effect of condition on children's performance on the reading comprehension questions, with higher scores for the condition with no digital features compared with the conditions with hovering hyperlinks and both scrolling and hovering hyperlinks. Performance was similar between the clicking and scrolling conditions. There was no significant interaction between grade and condition, showing consistency in effects across the upper elementary school years.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings could inform the optimal design of digital texts by identifying digital features that do and do not interfere with reading comprehension, with hyperlinks providing word level information interfering and scrolling having no negative impacts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 3","pages":"269-291"},"PeriodicalIF":2.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12468","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141943932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}