Working memory capacity and reading skill moderate the effectiveness of strategy training in learning from hypertext

Naumann, Johannes; Richter, Tobias; Christmann, Ursula; Groeben, Norbert

doi:10.1016/j.lindif.2007.08.007

Cited by 81 publications

(80 citation statements)

References 42 publications

(40 reference statements)

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“…While this mediating role of navigation on the relationship between offline comprehension skills and online performance has been already reported in small scale studies (Naumann, Richter, Christmann, & Groeben, 2008;Salmerón & García, 2011), less is known about the potential moderator effect of offline comprehension skills on the relationship between navigation and performance (e.g., navigation may predict online performance only for students with sufficient offline comprehension skills). The goal of this study is to shed light on this aspect.…”

Section: Introductionmentioning

confidence: 88%

Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills

Naumann

Salmerón

2016

IRRODL

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This study investigated interactive effects of navigation and offline comprehension skill on digital reading performance. As indicators of navigation, relevant page selection and irrelevant page selection were considered. In 533 Spanish high school students aged 11-17 positive effects of offline comprehension skill and relevant page selection on digital reading performance were found, while irrelevant page selection had a negative effect. In addition, an interaction between relevant page selection and offline comprehension skill was found. While the effect of relevant page selection was strong in good offline comprehenders, it was significantly reduced in weak offline comprehenders. The effect of offline comprehension skill was strong in students showing high rates of relevant page selection, while it was weak and insignificant in students showing low rates of relevant page selection.

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Section: Introductionmentioning

confidence: 88%

Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills

Naumann

Salmerón

2016

IRRODL

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“…Por último, la correlación positiva entre las habilidades digitales y el número de visitas y tiempo promedio a páginas relevantes sugieren que aquellas podrían favorecer la navegación selectiva por páginas relevantes para la tarea, lo que de por sí tiene un efecto positivo en la lectura digital tanto en estudiantes de educación secundaria (OECD, 2011) como en universitarios (Naumann, Richter, Flender, Christmann, & Groeben, 2007;Naumann, Richter, Christmann, & Groeben, 2008). Nuestros resultados replican y extienden este efecto en una muestra de estudiantes más jóvenes (5º de Primaria).…”

Section: Conclusionesunclassified

¿Son realmente tan buenos los nativos digitales? Relación entre las habilidades digitales y la lectura digital

2015

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Resumen: La competencia en la lectura digital consiste en la comprensión, uso, reflexión y disfrute de los textos escritos con el fin de conseguir nuestros objetivos, desarrollar nuestro conocimiento y potencial, y participar en nuestra sociedad. En la actualidad se considera que los "nativos digitales", aquellos estudiantes que desde la infancia han crecido rodeados de las tecnologías de la información, poseen las habilidades digitales básicas (usar el ratón, el navegador, …) necesarias para desarrollar la competencia en la lectura digital. En el presente estudio ponemos a prueba esta visión, a partir de un estudio en el que estudiantes de 5º de Primaria y 3º de Secundaria realizaron una serie de tareas de lectura digital. Los estudiantes completaron asimismo varias pruebas objetivas para medir sus habilidades digitales bási-cas, así como si nivel de competencia lectora en papel. Los resultados mostraron que los estudiantes no sólo presentaban dificultades en numerosas habilidades digitales básicas, si no que éstas estaban relacionadas directamente con el éxito en tareas de lectura digital. Para concluir, se reflexiona sobre la necesidad de considerar la instrucción en las habilidades digitales básicas como parte de los esfuerzos actuales por mejorar la competencia en la lectura digital. Palabras clave: Habilidades digitales; lectura digital; comprensión lectora; educación primaria; educación secundaria.Title: Are really digital natives so good? Relationship between digital skills and digital reading. Abstract: Digital reading literacy consists on the comprehension, use, reflection and enjoyment of written texts with the aim to fulfill our goals, to develop our knowledge and potential, and to participate in our society. Currently it is considered that "digital natives", i.e. those students that have been raised surrounded by information technologies, poses the basic digital skills (such as using the mouse, the browser, …) required to develop digital reading skills. The present study tested this assumption, by means of a study in which students of 5th level of primary education and 3rd level of secondary education performed a series of digital reading tasks. In addition, students completed several objective tasks to measure their basic reading skills, and their printed reading comprehension. The results revealed that the groups assessed had difficulties in several basic digital skills, and that those skills are directly related to success rate in digital reading tasks. A regression analysis revealed that this relationship was independent of students" printed reading skills, as well as of students" navigation during the digital reading tasks. To conclude, we reflected on the need to consider the instruction of basic reading skills as part of the current efforts to improve digital reading literacy. Key words: Basic digital skills; digital reading; reading comprehension; primary education; secondary education. IntroducciónLa realidad actual impone el uso de las TIC y entre ellas, el uso de Internet como medio de ad...

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“…For example, Lawless et al (2007) found that college students with more prior knowledge used fewer menus, used more hyperlinks, and viewed more graphical representations. Second, for undergraduate students prior knowledge is associated with more often finding key pages and less often visiting irrelevant pages, and these patterns are associated with better learning outcomes (Naumann et al 2008;Schrader et al 2008). Third, in navigation research, higher prior knowledge is associated with better posttest performance on essays for middle school and undergraduate students (Desjarlais and Willoughby 2007;Le Bigot and Rouet 2007) and multiple-choice measures for undergraduate students (Calisir et al 2008).…”

Section: Differentiating Between Search and Navigationmentioning

confidence: 99%

Locating information within extended hypermedia

Cromley

Azevedo

2008

Education Tech Research Dev

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New literacies researchers have identified a core set of strategies for locating information, one of which is ''reading a Web page to locate information that might be present there' ' (Leu et al. in: Rush, Eakle, Berger (eds) Secondary school reading and writing: What research reveals for classroom practices, 2007, p. 46). Do middle-school, high school, and undergraduate students (N = 51) differ in effectiveness at locating information within extended hypermedia? Students completed a pretest measure of knowledge about the circulatory system. They then gave verbal answers to 10 researcherdeveloped questions about the circulatory system, which they answered by searching the environment and thinking aloud about the task. Consistent with large-scale national and international studies, students were only moderately successful at locating information. Successfully locating information was significantly associated with having more prior knowledge, efficient searching, and giving better quality answers to the researcher-posed questions. It was also associated with specific strategies only at the level of individual questions. That is, the ''ideal'' strategy depended on the question and how the answer was phrased in the text. Implications of the results for teaching students how to search in hypermedia are offered.

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Working memory capacity and reading skill moderate the effectiveness of strategy training in learning from hypertext

Cited by 81 publications

References 42 publications

Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills

Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills

¿Son realmente tan buenos los nativos digitales? Relación entre las habilidades digitales y la lectura digital

Locating information within extended hypermedia

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