Reading for learning on the internet at school age : the role of difficulties with reading and with attention and executive function

Abstract

The aim of this dissertation was to increase our knowledge of the extent to which sixth-grade students’ literacy skills (reading fluency, written spelling, and reading comprehension), reading habits, nonverbal reasoning ability, and prior topic knowledge were associated with their online research and comprehension performance. This dissertation also aimed to examine interindividual differences in students’ online research and comprehension performance among learners with reading difficulties and/or difficulties with attention and executive function and to evaluate the gender effect in association with learners’ performance. These aims were addressed in three original studies (Studies I–III) using data from over 400 Finnish sixth-grade students. Students’ online research and comprehension performance was examined with a validated web-based assessment measuring their skills in locating, evaluating, synthesizing, and communicating information. First, the findings showed that reading fluency, written spelling, and reading comprehension as well as reading habits all independently contributed to students’ online research and comprehension performance. Comprehension was the strongest predictor. Frequency of reading longer and more vocabulary-rich texts, such as books, blog postings, and ebooks, was associated with students’ online research and comprehension performance, but the frequency of reading shorter texts, such as comics and online forum posts, was not. Nonverbal reasoning ability independently contributed to explaining students’ online research and comprehension performance, but contrary to expectations, prior topic knowledge did not. Second, learners with reading difficulties and/or difficulties with attention and executive function were more likely to belong to the lower online research and comprehension performance profiles. It is noteworthy that some students performed better than expected based on their deficiencies. Third, on average, girls outperformed boys in online research and comprehension performance, but interestingly, girls with attention and executive function difficulties faced more challenges online than boys with these difficulties. Overall, the findings shed light on elementary school students’ online research and comprehension performance and could be used to design supportive pedagogical activities for all learners.