More Than One Way: Fifth-Graders’ Varied Digital Reading Behaviors and Comprehension Outcomes
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...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2024-02-01
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| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/23328584241226633 |
| _version_ | 1827352821586984960 |
|---|---|
| author | Amanda Yoshiko Shimizu Michael Havazelet Amanda P. Goodwin |
| author_facet | Amanda Yoshiko Shimizu Michael Havazelet Amanda P. Goodwin |
| author_sort | Amanda Yoshiko Shimizu |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-08T03:12:35Z |
| format | Article |
| id | doaj.art-3d315f1259414edd95017c3bc05d62f1 |
| institution | Directory Open Access Journal |
| issn | 2332-8584 |
| language | English |
| last_indexed | 2024-03-08T03:12:35Z |
| publishDate | 2024-02-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | AERA Open |
| spelling | doaj.art-3d315f1259414edd95017c3bc05d62f12024-02-13T02:03:28ZengSAGE PublishingAERA Open2332-85842024-02-011010.1177/23328584241226633More Than One Way: Fifth-Graders’ Varied Digital Reading Behaviors and Comprehension OutcomesAmanda Yoshiko ShimizuMichael HavazeletAmanda P. GoodwinDigital 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.https://doi.org/10.1177/23328584241226633 |
| spellingShingle | Amanda Yoshiko Shimizu Michael Havazelet Amanda P. Goodwin More Than One Way: Fifth-Graders’ Varied Digital Reading Behaviors and Comprehension Outcomes AERA Open |
| title | More Than One Way: Fifth-Graders’ Varied Digital Reading Behaviors and Comprehension Outcomes |
| title_full | More Than One Way: Fifth-Graders’ Varied Digital Reading Behaviors and Comprehension Outcomes |
| title_fullStr | More Than One Way: Fifth-Graders’ Varied Digital Reading Behaviors and Comprehension Outcomes |
| title_full_unstemmed | More Than One Way: Fifth-Graders’ Varied Digital Reading Behaviors and Comprehension Outcomes |
| title_short | More Than One Way: Fifth-Graders’ Varied Digital Reading Behaviors and Comprehension Outcomes |
| title_sort | more than one way fifth graders varied digital reading behaviors and comprehension outcomes |
| url | https://doi.org/10.1177/23328584241226633 |
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