Individual variation in children's reading comprehension across digital text types

Fesel, Sabine S.; Segers, Eliane

doi:10.1111/1467-9817.12098

Cited by 24 publications

(19 citation statements)

References 48 publications

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“…First, prior knowledge and vocabulary knowledge are important in hypermedia learning (e.g., Boechler, Levner, Leenaars, & Steffler, ; Ford & Chen, ). They are both pivotal to reading comprehension, in linear text as well as in hypertext (Chen, Fan, & MacRedie, ; Fesel, Segers, & Verhoeven, ; Moos & Marroquin, ; Salmerón & García, ; Salmerón, Kintsch, & Kintsch, ). In a similar vein, working memory affects learning outcomes on the Internet (Pazzaglia, Toso, & Cacciamani, ).…”

Section: Introductionmentioning

confidence: 99%

The quality of the assignment matters in hypermedia learning

Paans

Segers

Molenaar

2018

Computer Assisted Learning

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In the present study, we investigated whether online learning behaviours (navigation and writing activities) mediated the relation between learner characteristics (prior knowledge, vocabulary knowledge, working memory, and motivation) and declarative knowledge. Specifically, we investigated whether the quality of participants' written assignments could further explain this relation. For this purpose, 62 fifth-grade children participated in a WebQuest hypermedia assignment on the subject of the heart. Results showed that online learning behaviours did not mediate the relations between learner characteristics and declarative knowledge when the assignment quality was not included in the model. Adding assignment quality, however, revealed two serial mediation models. Prior knowledge predicted declarative knowledge via the writing activity "copying behaviour" and assignment quality, and vocabulary knowledge predicted declarative knowledge via the navigation activity "time spent on assignment pages" and assignment quality. These results show the importance of taking into account assignment quality when investigating knowledge acquisition in hypermedia environments.

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Section: Introductionmentioning

confidence: 99%

The quality of the assignment matters in hypermedia learning

Paans

Segers

Molenaar

2018

Computer Assisted Learning

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“…Regarding the text navigation, Klois et al found no differences in total reading time among the text designs, but fewer pages were visited in the texts containing an overview. Another study by Fesel, Segers, and Verhoeven () showed no difference in comprehension of a linear and hypertext, but the availability of an overview was beneficial in sixth graders with low prior knowledge. Level of vocabulary, but not working memory, influenced reading comprehension of digital texts.…”

Section: Introductionmentioning

confidence: 93%

Comprehension and navigation of networked hypertexts

Blom

Segers

Knoors

et al. 2018

Computer Assisted Learning

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This study aims to investigate secondary school students' reading comprehension and navigation of networked hypertexts with and without a graphic overview compared to linear digital texts.Additionally, it was studied whether prior knowledge, vocabulary, verbal, and visual working memory moderated the relation between text design and comprehension. Therefore, 80 firstyear secondary school students read both a linear text and a networked hypertext with and without a graphical overview. Logfiles registered their navigation. After reading the text, students answered textbased multiple choice questions and drew mindmaps to assess their structural knowledge of each text content. It was found that both textbased and structural knowledge were lower after reading a networked hypertext than a linear text, especially in students with lower levels of vocabulary. Students took generally more time to read the hypertext than the linear text.We concluded that networked hypertexts are more challenging to read than linear texts and that students may benefit from explicit training on how to read hypertexts.

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“…This may have influenced the reading comprehension by enabling the students to have a holistic perception of the texts without turning the page or having to scroll through the text on the screen (e.g., Mangen et al, 2013;Rockinson-Szapkiw et al, 2013). Further, the digital text and printed text had an identical format which do not shed light on the importance of technological solutions like hypertext with or without graphical navigable overviews (Fesel, Segers & Verhoeven, 2018). At the moment, PDF is still a commonly used format of digital learning materials at the Finnish school context.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Reading comprehension in digital and printed texts

Alisaari¹,

Turunen²,

Kajamies³

et al. 2018

L1 Educational Studies in Language and Literature

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Recent studies have yielded contradictory results regarding how reading from print or from the screen influences reading comprehension. This study examined 12-year-old students' (N = 142) reading comprehension using printed text and digital text. The results indicated that performance was similar for printed text and digital text, even when gender, decoding skills, preference for school tasks on paper, screen, or both, and self-concept as a reader and computer user were controlled for. Regardless of the reading medium, students with better decoding skills and a higher self-concept as a reader performed better, boys outperformed girls, and students equally willing to study with books and computers outperformed students who preferred computers. The results of this study highlight the benefits of flexible use of both printed texts and digital texts for reading comprehension. As students are getting as used to studying via computers as they are to studying from books, the emphasis on the medium of studying seems to become less important. The topic of this study is of great relevance in a modern school context where ICT use has become a part of daily schoolwork worldwide.

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Individual variation in children's reading comprehension across digital text types

Cited by 24 publications

References 48 publications

The quality of the assignment matters in hypermedia learning

The quality of the assignment matters in hypermedia learning

Comprehension and navigation of networked hypertexts

Reading comprehension in digital and printed texts

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