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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
Language: English
Authors: Amanda Yoshiko Shimizu (ORCID 0000-0002-4379-4280), Michael Havazelet (ORCID 0000-0003-0138-1178), Amanda P. Goodwin (ORCID 0000-0002-6439-7399)
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
FullText Text:
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  Data: More than One Way: Fifth-Graders' Varied Digital Reading Behaviors and Comprehension Outcomes
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  Data: <searchLink fieldCode="AR" term="%22Amanda+Yoshiko+Shimizu%22">Amanda Yoshiko Shimizu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4379-4280">0000-0002-4379-4280</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+Havazelet%22">Michael Havazelet</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0138-1178">0000-0003-0138-1178</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amanda+P%2E+Goodwin%22">Amanda P. Goodwin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6439-7399">0000-0002-6439-7399</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2024 10(1).
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  Data: 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
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  Data: 25
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: 2332-8584
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: https://doi.org/10.3886/E195723V1
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  Data: Yes
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  Data: 2025
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  Data: EJ1455292
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      – Text: English
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        PageCount: 25
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Reading Comprehension
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      – SubjectFull: Reading Processes
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      – SubjectFull: Reading Skills
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      – SubjectFull: Electronic Books
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Reading Motivation
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      – SubjectFull: Student Behavior
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      – SubjectFull: Reading Habits
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      – SubjectFull: Individualized Reading
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      – TitleFull: More than One Way: Fifth-Graders' Varied Digital Reading Behaviors and Comprehension Outcomes
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