Literacy skills and online research and comprehension: struggling readers face difficulties online

Laura Kanniainen; Carita Kiili; Asko Tolvanen; Mikko Aro; Paavo H.T. Leppänen

doi:10.1007/s11145-019-09944-9

Literacy skills and online research and comprehension: struggling readers face difficulties online

Laura Kanniainen, Carita Kiili, Asko Tolvanen, Mikko Aro, Paavo H.T. Leppänen

Research output: Contribution to journal › Article › Scientific › peer-review

55 Citations (Scopus)

Abstract

The present study evaluated the extent to which literacy skills (reading fluency, written spelling, and reading comprehension), together with nonverbal reasoning, prior knowledge, and gender, are related to students’ online research and comprehension (ORC) performance. The ORC skills of 426 sixth graders were measured using a Finnish adaptation of the Online Research and Comprehension Assessment. Results of a structural equation model showed that these ORC skills were divided into six highly correlated factors, and that they formed a common factor in ORC. Altogether, these predictor variables explained 57% of the variance in ORC. Reading comprehension, along with gender, was the strongest predictor for ORC performance. In addition, reading fluency and written spelling explained ORC variance over and above reading comprehension. These findings suggest that struggling readers probably face difficulties online.

Original language	English
Pages (from-to)	2201-2222
Number of pages	22
Journal	READING AND WRITING
Volume	32
Issue number	9
DOIs	https://doi.org/10.1007/s11145-019-09944-9
Publication status	Published - 1 Nov 2019
Externally published	Yes
Publication type	A1 Journal article-refereed

Keywords

Comprehension
Digital literacy
Fluency
Information literacy
Internet
Online reading
Struggling readers

ASJC Scopus subject areas

Neuropsychology and Physiological Psychology
Education
Linguistics and Language
Speech and Hearing

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10.1007/s11145-019-09944-9

Cite this

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title = "Literacy skills and online research and comprehension: struggling readers face difficulties online",

abstract = "The present study evaluated the extent to which literacy skills (reading fluency, written spelling, and reading comprehension), together with nonverbal reasoning, prior knowledge, and gender, are related to students{\textquoteright} online research and comprehension (ORC) performance. The ORC skills of 426 sixth graders were measured using a Finnish adaptation of the Online Research and Comprehension Assessment. Results of a structural equation model showed that these ORC skills were divided into six highly correlated factors, and that they formed a common factor in ORC. Altogether, these predictor variables explained 57% of the variance in ORC. Reading comprehension, along with gender, was the strongest predictor for ORC performance. In addition, reading fluency and written spelling explained ORC variance over and above reading comprehension. These findings suggest that struggling readers probably face difficulties online.",

keywords = "Comprehension, Digital literacy, Fluency, Information literacy, Internet, Online reading, Struggling readers",

author = "Laura Kanniainen and Carita Kiili and Asko Tolvanen and Mikko Aro and Lepp{\"a}nen, {Paavo H.T.}",

note = "Funding Information: Open access funding provided by University of Jyv?skyl? (JYU). We thank the teachers, students, and parents from the participating schools for their cooperation. We also thank Sini Hjelm, Sonja Tiri, and Paula Rahkonen for collecting and managing the data. We would also like to thank two anonymous reviewers for their constructive feedback. Last but not least, we thank the development team of the Online Research and Comprehension Assessment (ORCA). Publisher Copyright: {\textcopyright} 2019, The Author(s).",

year = "2019",

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doi = "10.1007/s11145-019-09944-9",

language = "English",

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AU - Kanniainen, Laura

AU - Kiili, Carita

AU - Tolvanen, Asko

AU - Aro, Mikko

AU - Leppänen, Paavo H.T.

N1 - Funding Information: Open access funding provided by University of Jyv?skyl? (JYU). We thank the teachers, students, and parents from the participating schools for their cooperation. We also thank Sini Hjelm, Sonja Tiri, and Paula Rahkonen for collecting and managing the data. We would also like to thank two anonymous reviewers for their constructive feedback. Last but not least, we thank the development team of the Online Research and Comprehension Assessment (ORCA). Publisher Copyright: © 2019, The Author(s).

PY - 2019/11/1

Y1 - 2019/11/1

N2 - The present study evaluated the extent to which literacy skills (reading fluency, written spelling, and reading comprehension), together with nonverbal reasoning, prior knowledge, and gender, are related to students’ online research and comprehension (ORC) performance. The ORC skills of 426 sixth graders were measured using a Finnish adaptation of the Online Research and Comprehension Assessment. Results of a structural equation model showed that these ORC skills were divided into six highly correlated factors, and that they formed a common factor in ORC. Altogether, these predictor variables explained 57% of the variance in ORC. Reading comprehension, along with gender, was the strongest predictor for ORC performance. In addition, reading fluency and written spelling explained ORC variance over and above reading comprehension. These findings suggest that struggling readers probably face difficulties online.

AB - The present study evaluated the extent to which literacy skills (reading fluency, written spelling, and reading comprehension), together with nonverbal reasoning, prior knowledge, and gender, are related to students’ online research and comprehension (ORC) performance. The ORC skills of 426 sixth graders were measured using a Finnish adaptation of the Online Research and Comprehension Assessment. Results of a structural equation model showed that these ORC skills were divided into six highly correlated factors, and that they formed a common factor in ORC. Altogether, these predictor variables explained 57% of the variance in ORC. Reading comprehension, along with gender, was the strongest predictor for ORC performance. In addition, reading fluency and written spelling explained ORC variance over and above reading comprehension. These findings suggest that struggling readers probably face difficulties online.

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KW - Digital literacy

KW - Fluency

KW - Information literacy

KW - Internet

KW - Online reading

KW - Struggling readers

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DO - 10.1007/s11145-019-09944-9

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ER -

Literacy skills and online research and comprehension: struggling readers face difficulties online

Abstract

Keywords

ASJC Scopus subject areas

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