132399 20260217205455.0 doi 10.1016/j.ridd.2024.104675 sideral 137624 ART-2024-137624 eng Vargas, Cristina Print and digital reading habits and comprehension in children with and without special education needs 2024 Access copy available to the general public Unrestricted 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. info:eu-repo/grantAgreement/ES/MICINN/PID2020-118512GB-I00 info:eu-repo/semantics/openAccess by-nc-nd https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es 2.6 2024 REHABILITATION 29 / 175 = 0.166 2024 Q1 T1 EDUCATION, SPECIAL 6 / 62 = 0.097 2024 Q1 T1 0.9 2024 Developmental and Educational Psychology 2024 Q2 Clinical Psychology 2024 Q2 5.8 2024 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Altamura, Lidia Blanco-Gandía, Mari Carmen Universidad de Zaragoza (orcid)0000-0001-5990-1266 Gil, Laura Mañá, Amelia Montagud, Sandra Salmerón, Ladislao 4009 735 Universidad de Zaragoza Dpto. Psicología y Sociología Área Psicolog.Evolut.Educac 146 (2024), 104675 [13 pp.] Res. dev. disabil. RESEARCH IN DEVELOPMENTAL DISABILITIES 0891-4222 884634 http://zaguan.unizar.es/record/132399/files/texto_completo.pdf Versión publicada 1761873 http://zaguan.unizar.es/record/132399/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:132399 articulos driver 2026-02-17-20:20:17 ARTICLE