Abstract:The online reading, writing, and communication practices of students have been of significant interest to literacy researchers and teachers throughout the last several years, as insights into what students are currently doing in and outside of school can inform what they can be expected to know and be able to do in digital environments. Yet, little is known about the online activities, perceptions, preferences, and skills of preadolescent students. The present study reports the performance of 1,262 fourth and … Show more
“…Recently, however, the reading habits of children and adolescents have changed profoundly. The reason is the advent of digital reading, also known as electronic reading activities or digital texts (Huang, Orellana, & Capps, ; Hutchison, Woodward, & Colwell, ). This form of reading features a wide variety of activities ranging from digital text reading to e‐mail and chat exchanges.…”
Section: What Underlies the Correlation Between Reading Skills And Lementioning
University of Jyv€ askyl€ aThis study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross-lagged analysis, a random intercept crosslagged panel model was used to identify within-person associations of leisure reading (books, magazines, newspapers, and digital reading), reading fluency, and reading comprehension. In Grades 1-3 poorer comprehension and fluency predicted less leisure reading. In later grades more frequent leisure reading, particularly of books, predicted better reading comprehension. Negative associations were found between digital reading and reading skills. The findings specify earlier findings of correlations between individuals by showing that reading comprehension improvement, in particular, is predicted by within-individual increases in book reading.
“…Recently, however, the reading habits of children and adolescents have changed profoundly. The reason is the advent of digital reading, also known as electronic reading activities or digital texts (Huang, Orellana, & Capps, ; Hutchison, Woodward, & Colwell, ). This form of reading features a wide variety of activities ranging from digital text reading to e‐mail and chat exchanges.…”
Section: What Underlies the Correlation Between Reading Skills And Lementioning
University of Jyv€ askyl€ aThis study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross-lagged analysis, a random intercept crosslagged panel model was used to identify within-person associations of leisure reading (books, magazines, newspapers, and digital reading), reading fluency, and reading comprehension. In Grades 1-3 poorer comprehension and fluency predicted less leisure reading. In later grades more frequent leisure reading, particularly of books, predicted better reading comprehension. Negative associations were found between digital reading and reading skills. The findings specify earlier findings of correlations between individuals by showing that reading comprehension improvement, in particular, is predicted by within-individual increases in book reading.
“…However, the teens in our study, much like the younger students in Hutchison et al. 's () study, suggested that “using the Internet to consume information was more common than using the Internet to communicate and connect with others online” (p. 449). Although connections were important for the decision to read a text, few of our participants indicated that they shared texts with others on a regular basis or with purpose.…”
Since the emergence of the World Wide Web and e‐reading devices in the late 1990s and early 2000s, reading research has focused on issues of website credibility, search and navigation strategies, and the ability to comprehend text on‐screen as compared with in print. What has been missing, however, are data about the specific texts that adolescents are reading in these digital spaces, what devices they prefer, and the strategies that they employ. Drawing from survey data (N = 804) and interviews (n = 23) with participants in grades 7–12 from 12 suburban, urban, and rural schools across the United States, the authors sought to explore what, where, and how adolescents read digitally. The authors propose a new framework of connected reading, a model of print and digital reading comprehension that conceptualizes readers’ interactions with digital texts through encountering (the ways in which readers seek or receive digital texts), evaluating (the ways in which readers make judgments about the usefulness of digital texts), and engaging (the ways in which readers interact with and share digital texts). In light of the findings, the authors argue that it is imperative to reframe discussions about how adolescents are taught to comprehend and interact with a variety of digital texts (e.g., webpages, e‐books, multimedia, social media).
“…Perhaps because of a failure to acknowledge digital multimodal forms in schools, students today do not acknowledge the digital skills demonstrated outside of school as valuable literacy practices (see Lenhart, Arafeh, Smith, & Macgill, , for a discussion of writing). Further, recent research has highlighted the need to support elementary students’ “abilities to read, write, and communicate online” (Hutchison et al., , p. 18). This teaching tip acknowledges Pokémon GO as a multimodal text that students may be interacting with outside of school and explores its application to both conventional and multimodal literacies within the classroom.…”
Section: Resultsmentioning
confidence: 99%
“…Research has suggested that when teachers are integrating technology into classrooms, they are doing so to pursue traditional academic tasks rather than new text forms afforded by digital tools (Hutchison & Reinking, 2011;Peterson & McClay, 2012). Although students, particularly preadolescent students, may be using digital tools more in the classroom, they have particular difficulty in gathering information from multimodal texts and are inexperienced at creating, rather than consuming information, with media (Hutchison, Woodward, & Colwell, 2016).…”
This teaching tip gives teachers practical applications of the game Pokémon GO for literacy teaching and learning. The author discusses applications of the game for teaching multimodality in upper elementary‐school classrooms. The author situates these applications in relevant theoretical perspectives as well as current literacy research.
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