Characteristics associated with paper-based and online reading in Ireland: Findings from PIRLS and ePIRLS 2016

Gilleece, Lorraine; Eivers, Eemer

doi:10.1016/j.ijer.2018.07.004

Cited by 18 publications

(19 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the school context, the negative relationship between more frequent use of ICT at school and digitally assessed reading performance, according to Naumann and Sälzar (2017), may be explained by the fact that ICT can also be used in a remedial fashion. Similarly, both Gilleece and Eivers (2018) and Zhang et al (2016) have found that struggling students are often assigned to work on computers to remediate learning problems, which might explain the negative association with excessive use of ICT in school and digital reading performance in the present study. With regard to use of ICT for leisure, frequent use was found to relate negatively to digitally assessed reading performance: The more students use ICT for leisure, the lower their digitally assessed reading performance.…”

Section: Discussionsupporting

confidence: 61%

“…Gilleece and Eivers (2018) also showed that students who use a computer at home for schoolwork less frequently have higher reading achievement in ePIRLS. Ultimaltely, Irish ePIRLS results showed that students with high enjoyment of reading had higher online reading scores than students with low enjoyment of reading (Gilleece and Eivers 2018), which is in line with results on paper-based reading (e.g., Lee and Wu 2012;Luu and Freeman 2011).…”

Section: The Role Of Ict In Digital Readingmentioning

confidence: 91%

“…Bivariate results from this study show that students with high access to digital devices in the home generally have higher online reading scores than students with medium access (Mullis et al 2017). In addition, a study by Gilleece and Eivers (2018) showed that, after controlling for student background variables, Irish students with an internet connection at home have higher reading scores both on paper-andpencil PIRLS and ePIRLS than students without an internet connection. Gilleece and Eivers (2018) also showed that students who use a computer at home for schoolwork less frequently have higher reading achievement in ePIRLS.…”

Section: The Role Of Ict In Digital Readingmentioning

confidence: 99%

“…In addition, a study by Gilleece and Eivers (2018) showed that, after controlling for student background variables, Irish students with an internet connection at home have higher reading scores both on paper-andpencil PIRLS and ePIRLS than students without an internet connection. Gilleece and Eivers (2018) also showed that students who use a computer at home for schoolwork less frequently have higher reading achievement in ePIRLS. Ultimaltely, Irish ePIRLS results showed that students with high enjoyment of reading had higher online reading scores than students with low enjoyment of reading (Gilleece and Eivers 2018), which is in line with results on paper-based reading (e.g., Lee and Wu 2012;Luu and Freeman 2011).…”

Section: The Role Of Ict In Digital Readingmentioning

confidence: 99%

“…With respect to ICT use at school, it is suggested that a narrow set of learning areas are affected by computer programs (Skryabin et al 2015) and that teachers only use ICT resources for a narrow set of pedagogical purposes, without changing the ways of teaching they already used Ottenbreit-Leftwich 2010, 2013). Finally, it has also been suggested that in schools, ICT is often used in a remedial fashion by lower performing students and students with special educational needs (Gilleece and Eivers 2018;Zhang et al 2016). Finally, Papanastasiou et al (2005) suggested that the association between ICT use (in general) and academic achievement might not be linear but might follow an inverted U-shape, since excessive use might distract students from their schoolwork.…”

mentioning

confidence: 99%

See 4 more Smart Citations

Everything in moderation: ICT and reading performance of Dutch 15-year-olds

Gubbels

Swart

Groen

2020

Large-scale Assess Educ

View full text Add to dashboard Cite

BackgroundOver the last two decades, Information and Communication Technology (ICT) resources have become widely available to students, both at home and at school. Due to the importance of ICT in our modern society, a questionnaire obtaining information about ICT resources, ICT use (both at school and outside school), and ICT skills AbstractPrevious research on the relationship between students' home and school Information and Communication Technology (ICT) resources and academic performance has shown ambiguous results. The availability of ICT resources at school has been found to be unrelated or negatively related to academic performance, whereas the availability of ICT resources at home has been found to be both positively and negatively related to academic performance. In addition, the frequency of use of ICT is related to students' academic achievement. This relationship has been found to be negative for ICT use at school, however, for ICT use at home the literature on the relationship with academic performance is again ambiguous. In addition to ICT availability and ICT use, students' attitudes towards ICT have also been found to play a role in student performance. In the present study, we examine how availability of ICT resources, students' use of those resources (at school, outside school for schoolwork, outside school for leisure), and students' attitudes toward ICT (interest in ICT, perceived ICT competence, perceived ICT autonomy) relate to individual differences in performance on a digital assessment of reading in one comprehensive model using the Dutch PISA 2015 sample of 5183 15-year-olds (49.2% male). Student gender and students' economic, social, and cultural status accounted for a substantial part of the variation in digitally assessed reading performance. Controlling for these relationships, results indicated that students with moderate access to ICT resources, moderate use of ICT at school or outside school for schoolwork, and moderate interest in ICT had the highest digitally assessed reading performance. In contrast, students who reported moderate competence in ICT had the lowest digitally assessed reading performance. In addition, frequent use of ICT outside school for leisure was negatively related to digitally assessed reading performance, whereas perceived autonomy was positively related. Taken together, the findings suggest that excessive access to ICT resources, excessive use of ICT, and excessive interest in ICT is associated with lower digitally assessed reading performance.

show abstract

Section: Discussionsupporting

confidence: 61%

Section: The Role Of Ict In Digital Readingmentioning

confidence: 91%

Section: The Role Of Ict In Digital Readingmentioning

confidence: 99%

Section: The Role Of Ict In Digital Readingmentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Everything in moderation: ICT and reading performance of Dutch 15-year-olds

Gubbels

Swart

Groen

2020

Large-scale Assess Educ

View full text Add to dashboard Cite

show abstract

Does students’ exposure to websites moderate the positive relationship between print exposure and text comprehension?

Strømsø¹

2023

Read Writ

View full text Add to dashboard Cite

In this study, I investigated the print exposure and website exposure of undergraduates in relation to their scores on a text comprehension test. Print exposure was measured with a national version of the author recognition test, whereas a new website recognition test was developed to measure students’ exposure to texts on the internet. The participants’ reading attitudes and number of years in higher education were included as control variables. Exploratory factor analysis suggested that three factors are measured by the website recognition test: (1) lifestyle topics; (2) news and culture; and (3) social activity. The results showed that only print exposure predicted text comprehension significantly and positively, but not for students with a high score on the website recognition test. Moderation analyses indicated that the pattern was clearest for the social activity factor of the website recognition measure. Hence, high activity on social media seems to diminish or remove the positive relationship between print exposure and text comprehension. The results confirm that print exposure relates positively to important aspects of students’ literacy, while further studies should be carried out to investigate the potential negative relationship between website exposure and literacy.

show abstract