Adolescent Relationships with Digital Actors and Their Influence on Reading Comprehension: An Interpretive Case Study

• In Event: Roundtable Session II
  In Roundtable Session: Multiple Cognitive and Affective Components of Literacy Instruction

Abstract

This paper is part of a larger interpretive case study that examined the relationships adolescents have with devices and electronic textbooks in an eighth grade class and how those relationships influence reading comprehension of electronic textbooks. Rooted in Rosenblatt’s Transactional Reading Theory as the process of making meaning, this study found that students have complex relationships with devices that are distinct from text and that both relationships directly influence meaning making.

Author

• Kerry Hancock, College of Education, University of Kentucky