Print and digital reading habits and comprehension in children with and without special education needs
Vargas, Cristina ; Altamura, Lidia ; Blanco-Gandía, Mari Carmen (Universidad de Zaragoza) ; Gil, Laura ; Mañá, Amelia ; Montagud, Sandra ; Salmerón, Ladislao
Resumen: Background: Text comprehension is a major obstacle for many Primary school students with special education needs (SEN). Reading episodes bring students opportunities to be exposed to new vocabulary and knowledge, potentially boosting their development of text comprehension skills.
Aims: Our study seeks to understand how reading frequency (leisure and academic) and reading medium (print and digital) contribute to the development of text comprehension during Primary school in students with and without SEN.
Methods and procedures: We tested 2289 Spanish students from fourth to sixth grade, from which 212 had an official decision of SEN. Students self-reported their reading frequency (as a measure of their reading habits) and completed a standardized text comprehension test. We employed multiple regression models with a robust maximum likelihood estimator to test associations between reading frequency and comprehension.
Outcomes and results: Students’ comprehension was positively associated with their leisure print reading habits, and negatively associated with their frequency of academic digital reading. Those associations were independent of SEN status.
Conclusions and implications: Results highlight the importance of promoting leisure reading in print to all students, regardless of SEN status. In addition, caution is advised when encouraging Primary school children to use digital texts when the emphasis is on comprehending texts for acquiring knowledge.
Idioma: Inglés
DOI: 10.1016/j.ridd.2024.104675
Año: 2024
Publicado en: RESEARCH IN DEVELOPMENTAL DISABILITIES 146 (2024), 104675 [13 pp.]
ISSN: 0891-4222
Financiación: info:eu-repo/grantAgreement/ES/MICINN/PID2020-118512GB-I00
Tipo y forma: Artículo (Versión definitiva)
Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)
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Aims: Our study seeks to understand how reading frequency (leisure and academic) and reading medium (print and digital) contribute to the development of text comprehension during Primary school in students with and without SEN.
Methods and procedures: We tested 2289 Spanish students from fourth to sixth grade, from which 212 had an official decision of SEN. Students self-reported their reading frequency (as a measure of their reading habits) and completed a standardized text comprehension test. We employed multiple regression models with a robust maximum likelihood estimator to test associations between reading frequency and comprehension.
Outcomes and results: Students’ comprehension was positively associated with their leisure print reading habits, and negatively associated with their frequency of academic digital reading. Those associations were independent of SEN status.
Conclusions and implications: Results highlight the importance of promoting leisure reading in print to all students, regardless of SEN status. In addition, caution is advised when encouraging Primary school children to use digital texts when the emphasis is on comprehending texts for acquiring knowledge.
Idioma: Inglés
DOI: 10.1016/j.ridd.2024.104675
Año: 2024
Publicado en: RESEARCH IN DEVELOPMENTAL DISABILITIES 146 (2024), 104675 [13 pp.]
ISSN: 0891-4222
Financiación: info:eu-repo/grantAgreement/ES/MICINN/PID2020-118512GB-I00
Tipo y forma: Artículo (Versión definitiva)
Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)
Debe reconocer adecuadamente la autoría, proporcionar un enlace a la licencia e indicar si se han realizado cambios. Puede hacerlo de cualquier manera razonable, pero no de una manera que sugiera que tiene el apoyo del licenciador o lo recibe por el uso que hace. No puede utilizar el material para una finalidad comercial. Si remezcla, transforma o crea a partir del material, no puede difundir el material modificado.Exportado de SIDERAL (2024-03-11-09:50:15)
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Registro creado el 2024-03-11, última modificación el 2024-03-11