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Reading Paper – Reading Screen: A Comparison of Reading Literacy in Two Different Modes
Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.ORCID-id: 0000-0002-3241-967X
2015 (engelsk)Inngår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 35, nr 1, s. 3-19Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

An interest in reading literacy in different modes as well as implications for assessment provides the basis for the present study. The design aimed at investigating differences in performance when the same reading literacy test was administered on paper and on screen to a sample of Swedish students. The results showed a minor overall difference in favour of the paper mode. When the analysis was broken down and conducted on different text types, it showed that this pattern applied to shorter texts and texts with much factual information in particular. 

sted, utgiver, år, opplag, sider
2015. Vol. 35, nr 1, s. 3-19
Emneord [en]
Reading literacy, computer-based assessment, reading on screen, print reading.
HSV kategori
Identifikatorer
URN: urn:nbn:se:miun:diva-23417Scopus ID: 2-s2.0-84927784021OAI: oai:DiVA.org:miun-23417DiVA, id: diva2:763162
Tilgjengelig fra: 2014-11-13 Laget: 2014-11-13 Sist oppdatert: 2017-12-05bibliografisk kontrollert
Inngår i avhandling
1. Det digitala läsandet: Begrepp, processer och resultat
Åpne denne publikasjonen i ny fane eller vindu >>Det digitala läsandet: Begrepp, processer och resultat
2014 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Alternativ tittel[en]
Digital reading : Concepts, Processes, and Results
Abstract [en]

The aim of this doctoral dissertation project has been to investigate and describe the reading comprehension of digital texts related to the reading of traditional texts by gender differences, computer-game playing, and socioeconomic background factors. The dissertation is based on four studies. In the first study, the results from a reading comprehension test delivered on screen is compared to a test delivered on paper and administered to 235 Swedish students 14-15 years of age. The students managed the test in the paper mode slightly better than that in the screen mode. The difference was particularly evident for boys. The second study used Swedish data from the PISA 2009 survey in an analysis conducted with a structural equation modelling technique. A digital reading factor nested within the overall reading was identified. A gender difference in favour of boys was found in this factor. This difference was perfectly mediated by the larger amount of time that the boys spent on computer-game playing. The third study, conducted on Swedish and Norwegian PISA data from 2009, focussed on equity aspects in reading comprehension and indicated that the unique aspects of digital reading were not influenced by cultural capital, neither on the student nor on the school level, in contrast to what was the case for traditional reading comprehension. The fourth study, using qualitative data, aimed at exploring the abilities and skills important for digital reading. The analysis resulted in five categories: traditional literacy, multimodal literacy, pathfinding, IT abilities, and information abilities. Drawing on a mixed-methods approach, the overall conclusion drawn from the results of the four studies was that reading comprehension of digital texts has unique aspects in addition to those required for reading comprehension of traditional texts. Three other important conclusions were pointed out as well. The first was that reading comprehension is influenced by the context of the texts; the second was that particular skills and abilities are required for digital reading; and the third was that there seems to be less of an influence of background factors on the performance of digital reading compared to traditional reading among Swedish (and Norwegian) youth. The results are discussed in relation to a Dual Level Theory formulated by Leu et al., as well as the validity issues with an outset in Bachman’s conversation analysis. The implications for schooling have been considered.

sted, utgiver, år, opplag, sider
Sundsvall: Mittuniversitetet, 2014. s. 116
Serie
Mid Sweden University doctoral thesis, ISSN 1652-893X ; 209
Emneord
Reading comprehension, digital reading, education, pedagogy, information- and communication technology, mixed-methods, literacy, structural equation modelling, Programme for International Student Assessment (PISA)
HSV kategori
Identifikatorer
urn:nbn:se:miun:diva-23667 (URN)978-91-87557-94-1 (ISBN)
Disputas
2015-01-16, Alfhild Agrellsalen, U401, Mittuniversitetet, Sambiblioteket, Härnösand, 13:00 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2014-12-10 Laget: 2014-12-10 Sist oppdatert: 2015-05-05bibliografisk kontrollert

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