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

^*Tämän työn vastaava kirjoittaja

Tutkimustuotos: Artikkeli › Tieteellinen › vertaisarvioitu

65 Sitaatiot (Scopus)

Abstrakti

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.

Alkuperäiskieli	Englanti
Sivut	2201-2222
Sivumäärä	22
Julkaisu	Reading and Writing
Vuosikerta	32
Numero	9
DOI - pysyväislinkit	https://doi.org/10.1007/s11145-019-09944-9
Tila	Julkaistu - 1 marrask. 2019
Julkaistu ulkoisesti	Kyllä
OKM-julkaisutyyppi	A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä

Rahoitus

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).

!!ASJC Scopus subject areas

Neuropsychology and Physiological Psychology
Education
Linguistics and Language
Speech and Hearing

Pääsy asiakirjaan

10.1007/s11145-019-09944-9

Siteeraa tätä

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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",

month = nov,

day = "1",

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

language = "English",

volume = "32",

pages = "2201--2222",

journal = "Reading and Writing",

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TY - JOUR

T1 - Literacy skills and online research and comprehension

T2 - struggling readers face difficulties online

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.

KW - Comprehension

KW - Digital literacy

KW - Fluency

KW - Information literacy

KW - Internet

KW - Online reading

KW - Struggling readers

U2 - 10.1007/s11145-019-09944-9

DO - 10.1007/s11145-019-09944-9

M3 - Article

AN - SCOPUS:85063351894

SN - 0922-4777

VL - 32

SP - 2201

EP - 2222

JO - Reading and Writing

JF - Reading and Writing

IS - 9

ER -

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

Abstrakti

Rahoitus

!!ASJC Scopus subject areas

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