Science for Education Today, 2020, vol. 10, no. 6, pp. 252–272
© Lebedeva M. Y., Vergeles K. P., Kupreshchenko O. F., Zhiltsova L. Y., Veselovskaya T. S., 2020
UDC: 
316.7:37.03:374.3

The Russian schoolchildren's digital reading: Factors affecting medium preferences and self-evaluation of digital reading practice

Lebedeva M. Y. 1 (Moscow, Russian Federation), Vergeles K. P. 1 (Moscow, Russian Federation), Kupreshchenko O. F. 1 (Moscow, Russian Federation), Zhiltsova L. Y. 1 (Moscow, Russian Federation), Veselovskaya T. S. 1 (Moscow, Russian Federation)
1 Pushkin State Russian Language Institute
Full text (Open Access) — Downloaded 1183
Abstract: 

Introduction. While the importance of digital reading in modern education is constantly increasing, there are some knowledge gaps in investigating reading patterns (reading digital and print texts). There is still little scientific understanding of how Russian schoolchildren choose the medium of reading and how children assess their reading behavior in the digital environment. The purpose of the article is to reveal the factors that influence Russian schoolchildren’s choice of a reading medium, as well as the features of their self-evaluation of digital reading practices.
Materials and Methods. To achieve the goal of the study we used the following methods: a questionnaire, statistical data processing, including t-test, correlation analysis using Spearman's rank correlation coefficient (rs) for ordinal variables and Pearson's coefficient (rp) for quantitative variables, comparative analysis based on the Mann-Whitney rank test for nonparametric data and ordinal scales, ANOVA.
Results. During the research a questionnaire consisting of three blocks of questions was developed, tested and distributed among the target audience. 568 students of grades 5-11 from 54 regions of the Russian Federation took part in the survey. Correlation analysis of the data made it possible to reveal some factors which influence the Russian schoolchildren’s choice of the reading medium - digital or printed. Furthermore, the authors identified the features of schoolchildren’s subjective perception of digital reading and the factors determining this perception.
Conclusions. The study identified factors which significantly affect the Russian children’s preference to read digitally: the type of text, the purpose of reading, the respondents’ age, their attitude to reading and the level of reading proficiency (according to self-report data). Children’s self-evaluation of digital reading showed that they identify both negative (increased fatigue, decreased interest in reading, etc.) and positive aspects of reading digital texts (efficiency of search reading).

Keywords: 

Reading; Digital reading; Reading medium; Preferences of reading medium; Reading self-evaluation; Reading practice; Russian schoolchildren.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:44478892

Prominence Percentile SciVal: 83.577 Font | Typeface | Legibility

https://www.scopus.com/record/display.uri?eid=2-s2.0-85099351738&origin=...

The Russian schoolchildren's digital reading: Factors affecting medium preferences and self-evaluation of digital reading practice

For citation:
Lebedeva M. Y., Vergeles K. P., Kupreshchenko O. F., Zhiltsova L. Y., Veselovskaya T. S. The Russian schoolchildren's digital reading: Factors affecting medium preferences and self-evaluation of digital reading practice. Science for Education Today, 2020, vol. 10, no. 6, pp. 252–272. DOI: http://dx.doi.org/10.15293/2658-6762.2006.14
References: 
  1. Singer L. M., Alexander P. A. Reading on paper and digitally: What the past decades of empirical research reveal. Review of Educational Research, 2017, vol. 87 (6), pp. 1007–1041. DOI: https://doi.org/10.3102/0034654317722961    
  2. Clinton V. Reading from paper compared to screens: A systematic review and meta‐analysis. Journal of Research in Reading, 2019, vol. 42 (2), pp. 288–325. DOI:https://doi.org/10.1111/1467-9817.12269
  3. Singer Trakhman L. M., Alexander P. A., Silverman A. B. Profiling reading in print and digital mediums. Learning and Instruction, 2018, vol. 57, pp. 5–17. DOI:http://dx.doi.org/10.1016/j.learninstruc.2018.04.001
  4. Lenhard W., Schroeders U., Lenhard A. Equivalence of screen versus print reading comprehension depends on task complexity and proficiency. Discourse Processes, 2017, vol. 54 (5–6), pp. 427–445. DOI:https://doi.org/10.1080/0163853X.2017.1319653
  5. Støle H., Mangen A., Schwippert K. Assessing children's reading comprehension on paper and screen: A mode-effect study. Computers & Education, 2020, vol. 151, pp. 103861. DOI:https://doi.org/10.1016/j.compedu.2020.103861
  6. Hermena E. W., Sheen M., AlJassmi M., AlFalasi K., AlMatroushi M., Jordan T. R. Reading rate and comprehension for text presented on tablet and paper: Evidence from Arabic. Frontiers in Psychology, 2017, vol. 8, pp. 257. DOI:https://doi.org/10.3389/fpsyg.2017.00257
  7. Kelbah E. I., Gorbunov D. L. Changes in consumer preferences in the book printing market in Perm. Kontentus, 2014, no. 7, pp. 54–60. (In Russian) URL: https://www.elibrary.ru/item.asp?id=22450891
  8. Drozhina A. Y. Monitoring of reading preferences in the choice of a medium of text information. Mediasreda, 2011, no. 6, pp. 112–114. (In Russian) URL: https://www.elibrary.ru/item.asp?id=29966261
  9. Mizrachi D. Undergraduates' academic reading format preferences and behaviors. The Journal of Academic Librarianship, 2015, vol. 41 (3), pp. 301–311. DOI:https://doi.org/10.1016/j.acalib.2015.03.009
  10. Liu Z. Print vs. electronic resources: A study of user perceptions, preferences, and use. Information Processing & Management, 2006, vol. 42 (2), pp. 583–592. DOI:http://dx.doi.org/10.1016/j.ipm.2004.12.002
  11. Kurata K., Ishita E., Miyata Y., Minami Y. Print or digital? Reading behavior and preferences in Japan. Journal of the Association for Information Science and Technology, 2017, vol. 68 (4), pp. 884–894. DOI:  https://doi.org/10.1002/asi.23712
  12. Taipale S. The affordances of reading/writing on paper and digitally in Finland. Telematics and Informatics, 2014, vol. 31 (4), pp. 532–542. DOI:https://doi.org/10.1016/j.tele.2013.11.003
  13. Woody W. D., Daniel D. B., Baker C. A. E-books or textbooks: Students prefer textbooks. Computers & Education, 2010, vol. 55 (3), pp. 945–948. DOI:https://doi.org/10.1016/j.compedu.2010.04.005
  14. Baron N. S. Redefining reading: The impact of digital communication media. Publications of the Modern Language Association of America, 2013, vol. 128 (1), pp. 193–200. DOI:https://doi.org/10.1632/pmla.2013.128.1.193
  15. Foasberg N. M. Student reading practices in print and electronic media. College & Research Libraries, 2014, vol. 75 (5), pp. 705–723. DOI:https://doi.org/10.5860/crl.75.5.705
  16. Tabernero Sala R., Álvarez Ramos E., Heredia Ponce H. Reading habits and information consumption of adolescents in the digital environment. Investigaciones Sobre Lectura, 2020. no. 13, pp. 72–107. DOI:https://doi.org/10.37132/isl.v0i13.302
  17. Cymbalenko S. B., Makeev P. S. Digital generation – teenager's media portrait. Public Education, 2015, no. 3, pp. 201–212. (In Russian). URL:https://www.elibrary.ru/item.asp?id=23406141
  18. Huang Y. M., Liang T. H., Su Y. N., Chen N. S. Empowering personalized learning with an interactive e-book learning system for elementary school students. Educational Technology Research and Development, 2012, vol. 60 (4), pp. 703–722. DOI: http://dx.doi.org/10.1007/s11423-012-9237-6
  19. Golan D. D., Barzillai M., Katzir T. The effect of presentation mode on children's reading preferences, performance, and self-evaluations. Computers & Education, 2018, vol. 126, pp. 346–358. DOI:https://doi.org/10.1016/j.compedu.2018.08.001
  20. Melenteva Y. P. Digital reading for teaching and learning. Scientific and Technical Libraries, 2019, no. 4, pp. 76–83. (In Russian) DOI:https://doi.org/10.33186/1027-3689-2019-4-76-83 URL: https://elibrary.ru/item.asp?id=37244793
  21. Borisenko N. A., Mironova K. V., Shishkova S. V., Granik G. G. Characteristics of modern adolescents’ digital reading: Results of theoretical and empirical research. Science for Education Today, 2020, vol. 10 (5), pp. 28–49. DOI: http://dx.doi.org/10.15293/2658-6762.2005.02 URL: https://elibrary.ru/item.asp?id=44193022
  22. Putro N. H. P. S., Lee J. Reading interest in a digital age. Reading Psychology, 2017, vol. 38 (8), pp.  778–807. DOI:https://doi.org/10.1080/02702711.2017.1341966
  23. Rinawati H. S. Index on Students’ Reading Interest. Research, Society and Development, 2019, vol.  8  (8). pp. e11881218. DOI:https://doi.org/10.33448/rsd-v8i8.1218
  24. Nazarov M. M., Kovalev P. A. Media landscape changes and current reading practices. Sociological Studies, 2017, no. 2, pp. 84–95. (In Russian) URL: https://www.elibrary.ru/item.asp?id=28790349
  25. Lebedeva M. Y., Veselovskaya T. S., Kupreshchenko O. F. Features of perception and understanding of digital texts: interdisciplinary view. Perspektivy nauki i obrazovania, 2020, no. 4, pp. 74–98. (In Russian). DOI: https://doi.org/10.32744/pse.2020.4.5     
  26. Mayes D. K., Sims V. K., Koonce J. M. Comprehension and workload differences for VDT and paper-based reading. International Journal of Industrial Ergonomics, 2001, vol. 28 (6), pp. 367–378. DOI:https://doi.org/10.1016/S0169-8141(01)00043-9
  27. Ślęzak-Świat A. M. Complementarity of Reading from Paper and Screen in the Development of Critical Thinking Skills for 21st-century Literacy. Theory and Practice of Second Language Acquisition, 2019, vol. 5 (2), pp. 75–93. DOI:https://doi.org/10.31261/tapsla.7564
  28. Liu Z. Reading behavior in the digital environment. Journal of Documentation, 2005, vol. 61 (6), pp.  700–712. DOI:https://doi.org/10.1108/00220410510632040
  29. Singer Trakhman L. M., Alexander P. A., Berkowitz L. E. Effects of processing time on comprehension and calibration in print and digital mediums. The Journal of Experimental Education, 2019, vol. 87 (1), pp. 101–115. DOI:https://doi.org/10.1080/00220973.2017.1411877
Date of the publication 31.12.2020