000132399 001__ 132399
000132399 005__ 20240311111224.0
000132399 0247_ $$2doi$$a10.1016/j.ridd.2024.104675
000132399 0248_ $$2sideral$$a137624
000132399 037__ $$aART-2024-137624
000132399 041__ $$aeng
000132399 100__ $$aVargas, Cristina
000132399 245__ $$aPrint and digital reading habits and comprehension in children with and without special education needs
000132399 260__ $$c2024
000132399 5060_ $$aAccess copy available to the general public$$fUnrestricted
000132399 5203_ $$aBackground: 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.
000132399 536__ $$9info:eu-repo/grantAgreement/ES/MICINN/PID2020-118512GB-I00
000132399 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000132399 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000132399 700__ $$aAltamura, Lidia
000132399 700__ $$0(orcid)0000-0001-5990-1266$$aBlanco-Gandía, Mari Carmen$$uUniversidad de Zaragoza
000132399 700__ $$aGil, Laura
000132399 700__ $$aMañá, Amelia
000132399 700__ $$aMontagud, Sandra
000132399 700__ $$aSalmerón, Ladislao
000132399 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000132399 773__ $$g146 (2024), 104675 [13 pp.]$$pRes. dev. disabil.$$tRESEARCH IN DEVELOPMENTAL DISABILITIES$$x0891-4222
000132399 8564_ $$s884634$$uhttps://zaguan.unizar.es/record/132399/files/texto_completo.pdf$$yVersión publicada
000132399 8564_ $$s1761873$$uhttps://zaguan.unizar.es/record/132399/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000132399 909CO $$ooai:zaguan.unizar.es:132399$$particulos$$pdriver
000132399 951__ $$a2024-03-11-09:50:15
000132399 980__ $$aARTICLE