When Struggling Readers Meet the Screen: A Reanalysis of ePIRLS 2016 Data

• In Event: Advancements for Exceptional Learners in Literacy Evaluation and Innovation

Abstract

Large scale assessments have extensively contributed to our knowledge of digital reading. As those studies are based on representative samples, they provide information about “average” readers. In this study, we took advantage of a unique national dataset containing individual scores of both print and digital versions of PIRLS to examine how the difficulties experienced by struggling readers affect digital reading. Analyses indicated that digital reading performance of struggling readers was negatively related to general use of digital devices for schoolwork at school and positively associated to the amount of goal directed reading activities. Accordingly, an unrestricted use of digital devices may give struggling readers a way to read that is not well aligned with complex academic digital reading tasks.

Authors

• Oscar Skovdahl Joerstad, University of Oslo

• Ladislao Salmerón, University of Valencia

• Oistein Anmarkrud, University of Oslo