Paper-based and digital reading in 14 countries: exploring cross-country variation in mode effects.
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| Title: | Paper-based and digital reading in 14 countries: exploring cross-country variation in mode effects. |
|---|---|
| Authors: | Grammatikopoulou, Elpis, Johansson, Stefan, Rosén, Monica |
| Source: | Educational Review. Jan2026, Vol. 78 Issue 1, p61-79. 19p. |
| Subjects: | Reading level of students, Socioeconomic status, Educational technology, Regression analysis, Digital technology |
| Abstract: | Paper-based and digital reading has garnered significant attention in recent past. This study investigates the reading achievement of 10-year-old students in two standardised reading tests, differing only in modality. Our primary aim was to examine the extent to which the different tests measured the same reading abilities and whether student background or digital activities introduced any bias, such as boys performing relatively better in digital reading. Utilising PIRLS data from 14 countries, we investigated associations both at individual and school level. Although initial results suggested the possibility of mode effects – since correlations across modes were around 0.7 in many countries – our regression analyses indicated only small "mode bias" for our covariates when controlling for paper-based reading skills, suggesting that there is no substantial mode effect. However, socioeconomic status (SES), as measured by the number of books at home, remained a significant predictor of digital reading performance in all countries, even after controlling for paper-based reading skills. Additionally, the use of digital devices during leisure time was linked to lower performance in both paper-based and digital reading in most countries, while using technology for schoolwork – such as preparing reports and presentations – was associated with better performance across both modalities. The results provide some support for the movement towards digital testing in reading, as the association between the two modes is strong and mode bias tends to be minimal. Future research is needed to examine how the different testing modes operate in other subject domains. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 191102435 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Paper-based and digital reading in 14 countries: exploring cross-country variation in mode effects. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Grammatikopoulou%2C+Elpis%22">Grammatikopoulou, Elpis</searchLink><br /><searchLink fieldCode="AR" term="%22Johansson%2C+Stefan%22">Johansson, Stefan</searchLink><br /><searchLink fieldCode="AR" term="%22Rosén%2C+Monica%22">Rosén, Monica</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Review%22">Educational Review</searchLink>. Jan2026, Vol. 78 Issue 1, p61-79. 19p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Reading+level+of+students%22">Reading level of students</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+status%22">Socioeconomic status</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Paper-based and digital reading has garnered significant attention in recent past. This study investigates the reading achievement of 10-year-old students in two standardised reading tests, differing only in modality. Our primary aim was to examine the extent to which the different tests measured the same reading abilities and whether student background or digital activities introduced any bias, such as boys performing relatively better in digital reading. Utilising PIRLS data from 14 countries, we investigated associations both at individual and school level. Although initial results suggested the possibility of mode effects – since correlations across modes were around 0.7 in many countries – our regression analyses indicated only small "mode bias" for our covariates when controlling for paper-based reading skills, suggesting that there is no substantial mode effect. However, socioeconomic status (SES), as measured by the number of books at home, remained a significant predictor of digital reading performance in all countries, even after controlling for paper-based reading skills. Additionally, the use of digital devices during leisure time was linked to lower performance in both paper-based and digital reading in most countries, while using technology for schoolwork – such as preparing reports and presentations – was associated with better performance across both modalities. The results provide some support for the movement towards digital testing in reading, as the association between the two modes is strong and mode bias tends to be minimal. Future research is needed to examine how the different testing modes operate in other subject domains. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=191102435 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00131911.2025.2452236 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 61 Subjects: – SubjectFull: Reading level of students Type: general – SubjectFull: Socioeconomic status Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Regression analysis Type: general – SubjectFull: Digital technology Type: general Titles: – TitleFull: Paper-based and digital reading in 14 countries: exploring cross-country variation in mode effects. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Grammatikopoulou, Elpis – PersonEntity: Name: NameFull: Johansson, Stefan – PersonEntity: Name: NameFull: Rosén, Monica IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00131911 Numbering: – Type: volume Value: 78 – Type: issue Value: 1 Titles: – TitleFull: Educational Review Type: main |
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