Det digitala läsandet Begrepp, processer och resultat
Sammanfattning: The aim of this doctoral dissertation project has been to investigate and describe the reading comprehension of digital texts related to the reading of traditional texts by gender differences, computer-game playing, and socioeconomic background factors. The dissertation is based on four studies. In the first study, the results from a reading comprehension test delivered on screen is compared to a test delivered on paper and administered to 235 Swedish students 14-15 years of age. The students managed the test in the paper mode slightly better than that in the screen mode. The difference was particularly evident for boys. The second study used Swedish data from the PISA 2009 survey in an analysis conducted with a structural equation modelling technique. A digital reading factor nested within the overall reading was identified. A gender difference in favour of boys was found in this factor. This difference was perfectly mediated by the larger amount of time that the boys spent on computer-game playing. The third study, conducted on Swedish and Norwegian PISA data from 2009, focussed on equity aspects in reading comprehension and indicated that the unique aspects of digital reading were not influenced by cultural capital, neither on the student nor on the school level, in contrast to what was the case for traditional reading comprehension. The fourth study, using qualitative data, aimed at exploring the abilities and skills important for digital reading. The analysis resulted in five categories: traditional literacy, multimodal literacy, pathfinding, IT abilities, and information abilities. Drawing on a mixed-methods approach, the overall conclusion drawn from the results of the four studies was that reading comprehension of digital texts has unique aspects in addition to those required for reading comprehension of traditional texts. Three other important conclusions were pointed out as well. The first was that reading comprehension is influenced by the context of the texts; the second was that particular skills and abilities are required for digital reading; and the third was that there seems to be less of an influence of background factors on the performance of digital reading compared to traditional reading among Swedish (and Norwegian) youth. The results are discussed in relation to a Dual Level Theory formulated by Leu et al., as well as the validity issues with an outset in Bachman’s conversation analysis. The implications for schooling have been considered.
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