Indirect Effects of Strategy Knowledge and Comprehension Skills on Navigation and Performance in Digital Reading

• In Event: Digital Literacy and Literacy Instruction

Abstract

Three models were estimated that specified the relation of comprehension skill, knowledge of reading strategies, and navigation behavior in predicting performance in reading digital text, using PISA 2009 data. Model comparisons favored a model where comprehension skill predicted strategy knowledge, which predicted navigation, which predicted digital reading. This model indicated that the effect of reading strategy knowledge was completely mediated by navigation, while a residual direct effect of comprehension skill remained. This indicates that in PISA’s target population, 15-year olds, navigation in digital text is a strong predictor of digital reading performance, and dependent on comprehension skill and reading strategy knowledge. These results also indicate that reading strategy knowledge might be easier to acquire for students with superior comprehension skills.

Authors

• Johannes Naumann, University of Wuppertal

• Ladislao Salmerón, University of Valencia

• Beate Eichmann, German Institute for International Educational Research

• Liene Pucite