More than One Way: Fifth-Graders' Varied Digital Reading Behaviors and Comprehension Outcomes
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| Title: | More than One Way: Fifth-Graders' Varied Digital Reading Behaviors and Comprehension Outcomes |
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| Language: | English |
| Authors: | Amanda Yoshiko Shimizu (ORCID |
| Source: | AERA Open. 2024 10(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A150199 R305A210347 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Elementary School Students, Grade 5, Reading Comprehension, Reading Processes, Reading Skills, Electronic Books, Technology Uses in Education, Reading Motivation, Student Behavior, Reading Habits, Individualized Reading |
| ISSN: | 2332-8584 |
| Abstract: | Digital reading is ubiquitous, yet understanding digital reading processes and links to comprehension remains underdeveloped. Guided by new literacies and active reading theories, this study explored the reading behaviors and comprehension of thirteen fifth graders who read static digital texts. We coded for the quantity and quality of digital reading behaviors and employed action path diagrams to connect behaviors to comprehension. We used timescape analyses to visualize how behaviors were orchestrated differently across readers. Findings showed no single behavior was related directly to comprehension, indicating varying pathways to digital reading success. Occasional rereading seemed to support active reading and improved comprehension. Instances of students subverting expected digital tools were observed. Minor distractions like mind-wandering did not link to poor performance. This research deepens our understanding of self-monitoring and active reading in static digital contexts, offering insights for future study of more complex digital reading contexts like reading on the internet. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.3886/E195723V1 |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1455292 |
| Database: | ERIC |
| Abstract: | Digital reading is ubiquitous, yet understanding digital reading processes and links to comprehension remains underdeveloped. Guided by new literacies and active reading theories, this study explored the reading behaviors and comprehension of thirteen fifth graders who read static digital texts. We coded for the quantity and quality of digital reading behaviors and employed action path diagrams to connect behaviors to comprehension. We used timescape analyses to visualize how behaviors were orchestrated differently across readers. Findings showed no single behavior was related directly to comprehension, indicating varying pathways to digital reading success. Occasional rereading seemed to support active reading and improved comprehension. Instances of students subverting expected digital tools were observed. Minor distractions like mind-wandering did not link to poor performance. This research deepens our understanding of self-monitoring and active reading in static digital contexts, offering insights for future study of more complex digital reading contexts like reading on the internet. |
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| ISSN: | 2332-8584 |
