Digital Literacies and Reading Achievement: SEM Analysis of PIRLS 2021 U.S. Data With SES Moderation

• In Event: Equity, Diversity, and Access in Learning

Abstract

This study explored the relationship between digital literacies and reading achievement, focusing on the moderating effect of socioeconomic status (SES). Using data from PIRLS2021 in the United States and structural equation modeling (SEM), our analysis revealed that digital literacies were positively associated with reading comprehension performance for all groups and across varying levels of student SES. The multigroup SEM analysis further indicated that while high-level and mid-level SES schools positively impacted reading comprehension performance only for the low SES student groups, this effect was not observed in high SES student groups. Based on these findings, we conclude that schools should provide additional support for underprivileged students to enhance their digital literacies, thereby improving their reading performance.

Authors

• Jeeyoung Min, Jeonbuk Nation University

• Young Sik Seo, University at Buffalo - SUNY