Effects of Comprehension Skill on Digital Reading Are Both Mediated and Moderated Through Navigation Behavior

• In Event: Individual Differences in Reading Comprehension

Abstract

In digital reading, effects of comprehension skill and effects of navigation behavior must not be considered as functionally and statistically independent processes. Using Data from the PISA 2009 digital reading assessment, we show that 50% of the effect of comprehension skill on digital reading performance is mediated through two indices of navigation, precision and adaptive processing. In addition, both navigation indices’ effects were moderated by comprehension skill. While effects of precision were decreased in skilled readers, effects of adaptive processing were increased. These effects were consistent across 19 countries and economies.

Authors

• Johannes Naumann, Johann Wolfgang Goethe University

• Ladislao Salmerón, University of Valencia