Influence of students’ perceptions of instruction quality on their digital reading performance in 29 OECD countries: A multilevel analysis

Perceived teacher autonomy support for adolescents’ reading achievement: The mediation roles of control-value appraisals and emotions

“…Essentially, this study provides a robust examination of the correlation between enjoyment in reading and reading performance. This study indicates a positive relation between reading enjoyment and reading performance, and dovetails with previous literature (e.g., Rogiers et al, 2020;Zaccoletti et al, 2020;Hu and Wang, 2022), which speculated that reading enjoyment can function as an essential psychological pathway to improvements in a reader's reading fluency and knowledge base (Preece and Levy, 2020;Simonton and Garn, 2020). One possible reason might be that students who enjoy their reading class or assessments are more likely to be cognitively engaged with their courses (Xiao et al, 2019;Mercan, 2020), understand and use more contributory reading strategies, gain a more efficient interpretation of texts, and thus can achieve higher reading achievement (Ryan and Deci, 2020;Chen and Hu, 2021).…”

A Comparative Analysis of the Relationship Between ICT Resources and Students’ Reading Performance: Evidence from China, Japan and Singapore

“…However, existing differences between print reading and digital reading determine that discoveries on print reading could not be directly applied to digital reading context, for which digital competence should be developed to adapt to new changes. Digital text is usually a hypertext arranged in a nonlinear format, hence reading digital texts requires a specific process called navigation where text comprehension intersects with operating digital environments [6]. Students' navigating proficiency, digital reading strategies and readers' attitudes can predict digital reading performance [3,7].…”

“…Except for the direct assessment of digital reading performance, factors that are beneficial or harmful to students' digital reading performance have been explored by a diversified range of literature, and researchers focused on print reading skills and digital experience of students particularly [6]. Searching information online is assumed to positively predict navigation, which could improve the digital reading performance.…”

Instructional practices and students’ reading performance: a comparative study of 10 top performing regions in PISA 2018

“…Reflecting this changing nature of reading literacy, PISA 2018 also assesses students' ability to read and understand different text structures such as singlesource texts (PVRTSN) and the ability to read multiple-source texts, static and dynamic texts, continuous and non-continuous texts, and mixed texts (PVRTML) on different reading situations (personal reading; educational reading; occupational reading). The assessment focuses on the dynamic reading skills which enable learners to cope with the demands of reading in the digital era (Hu & Wang, 2022;Yang et al, 2018).…”

“…High-quality instructional practice builds foundational reading skills, and promotes reading motivation and engagement (Haw & King, 2022;Nurmi et al, 2013). With the increasingly digital world, it is timely for research to inform how instructional practices may be adjusted to align with this broader conceptualization of literacy-digital literacy (Hu & Wang, 2022).…”