標題: The modality effect on reading literacy: perspectives from students' online reading habits, cognitive and metacognitive strategies, and web navigation skills across regions
作者: Wu, Jiun Yu
Peng, Ya-Chun
教育研究所
Institute of Education
關鍵字: Reading literacy;online reading habits;cognitive strategies;metacognitive strategies;navigation skills
公開日期: 1-一月-2017
摘要: This study tested the effects of the modality of reading formats (electronic vs. print), online reading habits (engagement in different online reading activities), use of cognitive strategies, metacognitive knowledge, and navigation skills on printed and electronic reading literacy across regions. Participants were 31,784 fifteen-year-old students (50.78% female) from 19 countries and economies in the 2009 Programme for International Student Assessment database. Results showed that students exhibited better reading literacy in the print environment. Moreover, information-seeking activities, control strategies, knowledge of metacognitive strategies, and navigation skills positively predicted reading literacy in both print and electronic formats for all regions, whereas social reading activities negatively predicted reading literacy in print and were most harmful for the Asian region in both formats. Memorization strategies were negatively associated with reading literacy in both formats for Australasian, Western and Eastern EU, and South American regions, but not for the Asian region. Online reading habits, regardless of types, had no impact on reading literacy in both formats for the South American region. The study findings provided suggestions for literacy instruction in the e-learning era across different regions.
URI: http://dx.doi.org/10.1080/10494820.2016.1224251
http://hdl.handle.net/11536/146017
ISSN: 1049-4820
DOI: 10.1080/10494820.2016.1224251
期刊: INTERACTIVE LEARNING ENVIRONMENTS
Volume: 25
起始頁: 859
結束頁: 876
顯示於類別:期刊論文