Page 96 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 96
Paper-and-pencil text types Digital texts
Reflect and evaluate Predicting what will be use- In addition to what was men-
ful and relevant in the remaining tioned before the reader is also
part of the text required to judge the credibility
Critical evaluation of the of the content (important with
content the amount of available informa-
Relating to personal experiences tion), which is an important ele-
and other areas of life. ment of evaluating digital texts.
Motivation for Reading Digital Texts
at the International Level and in Slovenia
Results in relation to motivation for reading digital texts in 19 countries that
participated in the computer-based assessment indicate a highly significant
and positive correlation between motivation for reading printed texts and stu-
dents’ performance in the digital reading test. Enjoyment of reading printed
texts is thus highly positively correlated with students’ performance in this
96 test. The index of enjoyment of reading digital texts can, along with control
of other variables, explain 14% of the variation in digital reading performance,
which is less than in print reading tests (20%). The difference between the stu-
dents who reported that they enjoyed reading digital texts (the top quarter of
the index) and students who enjoyed it to a lesser degree (the bottom quar-
ter of the index) is 88 score points, on average, on the digital reading scale.7 In
most of the participating countries, there are no gender differences in terms
of the correlation between enjoyment of reading and the digital reading test
scores (OECD, 2011).
The diversity of printed materials students read has, in all participating
countries, likewise turned out to be significant in explaining digital reading
test scores, however, it is far from being as significant as the enjoyment of
reading. The index of diversity of reading material (printed material) can on
average explain 6% of variation in digital reading performance, which is 1%
less than in the print reading test. Fifteen-year old students from participat-
ing countries who reported that they frequently read diverse material, in com-
parison with students who reported that they did so infrequently, on average
achieved 53 score points more on the digital reading scale than their peers.
As was previously the case, there were again no significant gender differenc-
es regarding the relationship between diversity of reading material and digital
reading performance (ibid).
Online reading activity, its frequency and time spent doing it is also an im-
portant indicator of students’ motivation for reading digital texts; relevant in-
7 The scales of print and digital reading scores were constructed with the same mean (499) and
standard deviation (90), to allow valid comparisons of reading performance in specific countries for
both reading media.
student (under)achievement: perspectives, approaches, challenges
Reflect and evaluate Predicting what will be use- In addition to what was men-
ful and relevant in the remaining tioned before the reader is also
part of the text required to judge the credibility
Critical evaluation of the of the content (important with
content the amount of available informa-
Relating to personal experiences tion), which is an important ele-
and other areas of life. ment of evaluating digital texts.
Motivation for Reading Digital Texts
at the International Level and in Slovenia
Results in relation to motivation for reading digital texts in 19 countries that
participated in the computer-based assessment indicate a highly significant
and positive correlation between motivation for reading printed texts and stu-
dents’ performance in the digital reading test. Enjoyment of reading printed
texts is thus highly positively correlated with students’ performance in this
96 test. The index of enjoyment of reading digital texts can, along with control
of other variables, explain 14% of the variation in digital reading performance,
which is less than in print reading tests (20%). The difference between the stu-
dents who reported that they enjoyed reading digital texts (the top quarter of
the index) and students who enjoyed it to a lesser degree (the bottom quar-
ter of the index) is 88 score points, on average, on the digital reading scale.7 In
most of the participating countries, there are no gender differences in terms
of the correlation between enjoyment of reading and the digital reading test
scores (OECD, 2011).
The diversity of printed materials students read has, in all participating
countries, likewise turned out to be significant in explaining digital reading
test scores, however, it is far from being as significant as the enjoyment of
reading. The index of diversity of reading material (printed material) can on
average explain 6% of variation in digital reading performance, which is 1%
less than in the print reading test. Fifteen-year old students from participat-
ing countries who reported that they frequently read diverse material, in com-
parison with students who reported that they did so infrequently, on average
achieved 53 score points more on the digital reading scale than their peers.
As was previously the case, there were again no significant gender differenc-
es regarding the relationship between diversity of reading material and digital
reading performance (ibid).
Online reading activity, its frequency and time spent doing it is also an im-
portant indicator of students’ motivation for reading digital texts; relevant in-
7 The scales of print and digital reading scores were constructed with the same mean (499) and
standard deviation (90), to allow valid comparisons of reading performance in specific countries for
both reading media.
student (under)achievement: perspectives, approaches, challenges
