{"title":"阅读模式对二、三年级有学习困难的读者和典型读者的阅读理解能力的影响","authors":"Shahar Dotan, Tami Katzir","doi":"10.1111/1467-9817.12467","DOIUrl":null,"url":null,"abstract":"<div>\n \n <section>\n \n <h3> Background</h3>\n \n <p>“Screen inferiority” refers to a well-established phenomenon observed among adults and teenagers, wherein they demonstrate higher reading comprehension when reading from paper compared to screens. However, there is limited research focusing on readers in the initial stages of reading development. The current study aims to investigate reading comprehension in both screen and paper settings, as well as modality preferences, among young typical and struggling readers in the second and third grades.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The study included 342 second graders and 284 third-grade Hebrew readers. Their reading comprehension performance in both modalities and their preferences for a particular modality were assessed.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The results suggested no differences in reading comprehension between the two modalities in the second and third grades. The only group that showed numerically higher performance on paper over computer was struggling readers in the second grade. The numeric proportion of modality preferences was higher on the computer rather than on paper.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>The current study did not find an effect of modality on reading comprehension in the second and third grades. We did find that children in these grades prefer to read on screens. It is essential to examine the specific characteristics of the digital task to determine when it benefits young readers and when it may be detrimental to them.</p>\n </section>\n </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12467","citationCount":"0","resultStr":"{\"title\":\"The effect of modality on reading comprehension of struggling and typical readers in the second and third grades\",\"authors\":\"Shahar Dotan, Tami Katzir\",\"doi\":\"10.1111/1467-9817.12467\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>“Screen inferiority” refers to a well-established phenomenon observed among adults and teenagers, wherein they demonstrate higher reading comprehension when reading from paper compared to screens. However, there is limited research focusing on readers in the initial stages of reading development. The current study aims to investigate reading comprehension in both screen and paper settings, as well as modality preferences, among young typical and struggling readers in the second and third grades.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>The study included 342 second graders and 284 third-grade Hebrew readers. Their reading comprehension performance in both modalities and their preferences for a particular modality were assessed.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>The results suggested no differences in reading comprehension between the two modalities in the second and third grades. The only group that showed numerically higher performance on paper over computer was struggling readers in the second grade. The numeric proportion of modality preferences was higher on the computer rather than on paper.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>The current study did not find an effect of modality on reading comprehension in the second and third grades. We did find that children in these grades prefer to read on screens. It is essential to examine the specific characteristics of the digital task to determine when it benefits young readers and when it may be detrimental to them.</p>\\n </section>\\n </div>\",\"PeriodicalId\":47611,\"journal\":{\"name\":\"Journal of Research in Reading\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2024-07-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12467\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Reading\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12467\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Reading","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12467","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The effect of modality on reading comprehension of struggling and typical readers in the second and third grades
Background
“Screen inferiority” refers to a well-established phenomenon observed among adults and teenagers, wherein they demonstrate higher reading comprehension when reading from paper compared to screens. However, there is limited research focusing on readers in the initial stages of reading development. The current study aims to investigate reading comprehension in both screen and paper settings, as well as modality preferences, among young typical and struggling readers in the second and third grades.
Methods
The study included 342 second graders and 284 third-grade Hebrew readers. Their reading comprehension performance in both modalities and their preferences for a particular modality were assessed.
Results
The results suggested no differences in reading comprehension between the two modalities in the second and third grades. The only group that showed numerically higher performance on paper over computer was struggling readers in the second grade. The numeric proportion of modality preferences was higher on the computer rather than on paper.
Conclusions
The current study did not find an effect of modality on reading comprehension in the second and third grades. We did find that children in these grades prefer to read on screens. It is essential to examine the specific characteristics of the digital task to determine when it benefits young readers and when it may be detrimental to them.
期刊介绍：
Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.
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