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Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension

机译:青少年的阅读能力以及对数字和传统文学的参与可作为阅读理解的预测指标

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摘要

This study investigates the concurrent predictors of adolescent reading comprehension (literal, inferential) for fiction and non-fiction texts. Predictors were examined from the cognitive (word identification, reading fluency), psychological (gender), and ecological (print exposure) domains. Print exposure to traditional and digital texts was surveyed using a diary method of reading habits. A cross-sectional sample of 312 students in early (11–13 years) or middle adolescence (14–15 years) participated from a range of SES backgrounds. Word identification emerged as a strong predictor of reading comprehension across adolescence and text genres. Gender effects favouring female students were evident for reading frequency but not for reading skill itself. Reading habits also differed, and comprehension advantages were observed among females for fiction and males for non-fiction. Age effects emerged for reading frequency, which was lower in middle adolescence. Although more time was spent on digital than on traditional texts, traditional extended text reading was the only reading habit to predict inference-making in comprehension and to distinguish skilled from less skilled comprehenders. The theoretical and educational implications of these results are discussed.
机译:这项研究调查了小说和非小说文本的青少年阅读理解的并发预测因子(文字,推论)。从认知(单词识别,阅读流利度),心理(性别)和生态(印刷暴露)领域检查预测变量。使用日记习惯的阅读方法对传统和数字文本的印刷品暴露进行了调查。横断面样本来自312名来自早期SES(11-13岁)或青春期中期(14-15岁)的学生。单词识别是青春期和文本类型阅读理解的有力预测指标。有利于女学生的性别效应在阅读频率上很明显,但对于阅读技能本身却没有。阅读习惯也有所不同,在虚构女性和非虚构男性中,阅读能力得到了提高。年龄影响出现在阅读频率上,在青春期中期较低。尽管在数字上花费的时间比在传统文本上花费的时间更多,但是传统的扩展文本阅读是预测理解中的推论并区分熟练者和欠熟练者的唯一阅读习惯。讨论了这些结果的理论和教育意义。

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