000162993 001__ 162993
000162993 005__ 20251009133841.0
000162993 0247_ $$2doi$$a10.1111/1467-9817.70003
000162993 0248_ $$2sideral$$a145486
000162993 037__ $$aART-2025-145486
000162993 041__ $$aeng
000162993 100__ $$aSalmerón, Ladislao
000162993 245__ $$aDid screen reading steal children's focus? Longitudinal associations between reading habits, selective attention and text comprehension
000162993 260__ $$c2025
000162993 5060_ $$aAccess copy available to the general public$$fUnrestricted
000162993 5203_ $$aBackground: The idea that screens ‘stole children's focus’ and that reading books, in contrast, stimulates selective attention is theoretically complex and has largely been ignored in empirical tests. Research has identified positive associations between reading habits and various dimensions of attention in children, but most research is restricted to book or print reading habits, with limited evidence for digital habits.
Methods: We tested the assumption that selective attention (students' ability to focus on relevant information and to ignore distractors) may mediate the relation between print and digital reading habits and comprehension in a longitudinal study that analysed 654 fourth and 635 fifth grade students at the end of their school year (T1) and 1 year later (T2).
Results: Overall, and contrary to our expectations, the longitudinal associations for reading habits in T1 to selective attention and reading comprehension in T2 were mostly null. Digital reading habits for academic purposes in T1 were negatively associated with reading comprehension in T2, for students assessed from 4th to 5th grade, but not those from 5th to 6th grade. In addition, students' selective attention was positively associated with reading comprehension.
Conclusions: To conclude, we discuss the need to search for mediators other than selective attention on the associations between reading habits and comprehension and highlight the need to identify key developmental milestones during primary school that may be accomplished to be ready to take full advantage of digital reading practices.
000162993 536__ $$9info:eu-repo/grantAgreement/ES/MICINN/PID2020-118512GB-I00
000162993 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
000162993 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000162993 700__ $$aAltamura, Lidia
000162993 700__ $$0(orcid)0000-0001-5990-1266$$aBlanco-Gandía, Mari Carmen$$uUniversidad de Zaragoza
000162993 700__ $$aMañá, Amelia
000162993 700__ $$aMontagud, Sandra
000162993 700__ $$aRomero, Mario
000162993 700__ $$aVargas, Cristina
000162993 700__ $$aGil, Laura
000162993 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000162993 773__ $$g48, 2 (2025), 175-198$$pJ. res. read.$$tJOURNAL OF RESEARCH IN READING$$x0141-0423
000162993 8564_ $$s732019$$uhttps://zaguan.unizar.es/record/162993/files/texto_completo.pdf$$yVersión publicada
000162993 8564_ $$s1310467$$uhttps://zaguan.unizar.es/record/162993/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000162993 909CO $$ooai:zaguan.unizar.es:162993$$particulos$$pdriver
000162993 951__ $$a2025-10-09-13:25:56
000162993 980__ $$aARTICLE