Abstract
Online reading requires a hybrid of reading and information and communication technology (ICT)-related skills. The purpose of this study was to explore the role of paper-based reading skills and ICT-related skills in online reading and to identify the effects of age on learning online reading. ICT-related skills that investigated in this study were defined as information searching which indicate abilities to locate online information. To verify these relationships, a path analysis model was proposed. The age effect for learning online reading was analyzed through multivariate analysis of variance. In total, 376 children from grades four to six were recruited as participants. A paper-and-pencil reading comprehension test, an online reading test, and a self-reported information searching skill questionnaire were administered. Results showed that paper-based reading and ICT-related skills together could predict almost 50% of online reading performance. However, with respect to online reading, the importance of ICT-related skills was much less than that of paper-based reading skills. Implications of the results are discussed. As for the age factor, it is recommended that an appropriate age for reading and making good use of online information might be around sixth grade.
Similar content being viewed by others
References
Bilal, D. (2000). Children’s use of the Yahooligans! Web search engine: I. Cognitive, physical, and affective behaviors on fact-based search tasks. Journal of the American Society for Information Science, 51(7), 646–665.
Bilal, D. (2001). Children’s use of the Yahooligans! Web search engine: II. Cognitive and physical behaviors on research tasks. Journal of the American Society for Information Science and Technology, 52(2), 118–136.
Bilal, D., & Kirby, J. (2002). Differences and similarities in information seeking: Children and adults as Web users. Information Processing and Management, 38(5), 649–670.
Bock, R. D., Thissen, D., & Zimowski, M. F. (1997). IRT estimation of domain scores. Journal of Educational Measurement, 34(3), 197–211.
Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component Skills. Journal of Educational Psychology, 96(1), 31–42.
Catts, R., & Lau, J. (2008). Towards information literacy indicators: Conceptual framework paper. Paris: UNESCO.
Chall, J. S. (1996). Stages of reading development (2nd ed.). Forth Worth, TX: Harcourt Brace.
Chen, M. L., & Ko, H. W. (2011). Exploring the eye movement patterns as Chinese children reading texts: A developmental perspective. Journal of Research in Reading, 34(2), 232–246.
Clarke, A., & Englebright, L. (2003). ICT: The new basic skill. Leicester: NIACE.
Claro, M., Preiss, D. D., San Martín, E., Jara, I., Hinostroza, J. E., Valenzuela, S., et al. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers & Education, 59(3), 1042–1053.
Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42(2), 214–257.
Coiro, J., & Kennedy, C. (2011). The online reading comprehension assessment (ORCA) project: Preparing students for common core state standards and 21st century literacies. Storrs, CT: University of Connecticut.
Eisenberg, M. B. (2010). Information literacy: Essential skills for the information age. Journal of Library & Information Technology, 28(2), 39–47.
Eisenberg, M. B., & Johnson, D. (2002). Learning and teaching information technology—Computer skills in context. ERIC Digest. Syracuse, NY: Syracuse University, ERIC Clearinghouse on Information & Technology. (ED465377).
Foltz, P. W. (1996). Comprehension, coherence and strategies in hypertext and linear text. In J.-F. Rouet, J. J. Levonen, A. P. Dillon, & R. J. Spiro (Eds.), Hypertext and cognition. Hillsdale, NJ: Lawrence Erlbaum Associates.
Ford, N., Miller, D., & Moss, N. (2001). The role of individual differences in Internet searching: An empirical study. Journal of the American Society for Information Science and Technology, 52(12), 1049–1066.
Fraillon, J., Schulz, W., & Ainley, J. (2013). International computer and information literacy study: Assessment framework. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA). Retrieved 22 November, 2016 from https://works.bepress.com/john_ainley/170/.
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10.
Hatlevik, O. E., Guðmundsdóttir, G. B., & Loi, M. (2015). Examining factors predicting students’ digital competence. Journal of Information Technology Education: Research, 14, 123–137.
Henry, L. A. (2006). SEARCHing for an answer: The critical role of new literacies while reading on the Internet. The Reading Teacher, 59(7), 614–627.
ICT Literacy Panel. (2007). Digital transformation: A framework for ICT literacy. Princeton, NJ: Educational Testing Service.
ISTE. (2007). The national educational technology standards and performance indicators for students. Retrieved 20 August, 2014 from http://www.iqsqte.org/standards.
Jara, I., Claro, M., Hinostroza, J. E., San Martín, E., Rodríguez, P., Cabello, T., et al. (2015). Understanding factors related to Chilean students’ digital skills: A mixed methods analysis. Computers & Education, 88, 387–398.
Karchmer, R. A. (2001). The journey ahead: Thirteen teachers report how the Internet influences literacy and literacy instruction in their K-12 classrooms. Reading Research Quarterly, 36, 442–467.
Kiili, C., Leu, D. J., Marttunen, M., Hautala, J., & Leppänen, P. H. T. (2017). Exploring early adolescents’ evaluation of academic and commercial online resources related to health. Reading and Writing, 31(3), 533–557.
Kim, K. S., & Allen, B. (2002). Cognitive and task influences on Web searching behavior. Journal of the American Society for Information Science and Technology, 53(2), 109–119.
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163–182.
Kintsch, W. (2005). An overview of top-down and bottom-up effects in comprehension: The CI perspective. Discourse Processes, 39(2–3), 125–128.
Ko, H. W., Chang, Y., Chan, Y. L., & Chiu, C. H. (2017). PIRLS 2016 National Report—Chinese Taipei. Taoyuan: National Central University. (in Chinese).
Kuhlthau, C. C. (1987). Information skills for an information society: A review of research. Syracuse, NY: ERIC.
Kuiper, E., Volman, M., & Terwel, J. (2008). Students’ use of web literacy skills and strategies: searching, reading and evaluating web information. Information Research: An International Electronic Journal, 13(3). Retrieved from http://eric.ed.gov/?id=EJ837273.
Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100(1), 150–161.
Lesaux, N. K., Rupp, A. A., & Siegel, L. S. (2007). Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study. Journal of Educational Psychology, 99(4), 821–834.
Leu, D. J., Castek, J., Hartman, D., Coiro, J., Henry, L., Kulikowich, J., & Lyver, S. (2005). Evaluating the development of scientific knowledge and new forms of reading comprehension during online learning (Final report presented to the North Central Regional Educational Laboratory/Learning Point Associates). Retrieved 23 May, 2015, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.547.3811&rep=rep1&type=pdf.
Leu, D. J., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., & Timbrell, N. (2015). The new literacies of online research and comprehension: Rethinking the reading achievement gap. Reading Research Quarterly, 50(1), 37–59.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R. B. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1570–1613). Newark, DE: International Reading Association.
Lin, B. G., & Chi, P. H. (2002). Test of reading comprehension. Taipei: Ministry of Education. (in Chinese).
Liu, Z. (2005). Reading behavior in the digital environment. Journal of Documentation, 61(6), 700–712.
Liu, I. F. (2015). Developing online reading skill test for evaluating and exploring students’ online reading competences. Unpublished doctoral dissertation, National Central University, Taoyuan, Taiwan. (in Chinese).
Loehlin, J. C. (1998). Latent variable models: An introduction to factor, path, and structural analysis (3rd ed., Vol. xi). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Macedo-Rouet, M., Rouet, J. F., Ros, C., & Vibert, N. (2012). How do scientists select articles in the PubMed database? An empirical study of criteria and strategies. Review of Applied Psychology, 62(2), 63–72.
Madden, A. D., Ford, N. J., Miller, D., & Levy, P. (2006). Children’s use of the Internet for information-seeking: What strategies do they use, and what factors affect their performance? Journal of Documentation, 62(6), 744–761.
Minguela, M., Solé, I., & Pieschl, S. (2015). Flexible self-regulated reading as a cue for deep comprehension: Evidence from online and offline measures. Reading and Writing, 28(5), 721–744.
NCREL. (2003). 21st century skills: literacy in the digital age. North Central Regional Educational Laboratory (NCREL). Retrieved 2 October, 2005 from http://www.ncrel.org/engauge/skills/skills.htm.
Obinne, A. D. E. (2013). Test item validity: Item response theory (IRT) perspective for Nigeria. Research Journal in Organizational Psychology and Educational Studies, 2(1), 1–6.
OECD. (2010). PISA 2009 results: What students know and can do—Student performance in reading, mathematics and science (Vol. I). Paris: OECD.
OECD. (2011). PISA 2009 results: Students on line: Digital technologies and performance (Vol. VI). Retrieved December 29, 2013, from http://dx.doi.org/10.1787/9789264112995-en.
Paris, S. G., & Lindauer, B. K. (1976). The role of inference in children’s comprehension and memory for sentences. Cognitive Psychology, 8(2), 217–227.
Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 227–247). Oxford: Blackwell.
Quadri, G. (2012). Impact of ICT skills on the use of e-resources by information professionals: A review of related literature. Library Philosophy and Practice (e-Journal), 762. Retrieved from http://digitalcommons.unl.edu/libphilprac/762.
Schmar-Dobler, E. (2003). Reading on the Internet: The link between literacy and technology. Journal of Adolescent & Adult Literacy, 47(1), 80–85.
Siegel, L. S. (1994). Working memory and reading: A life-span perspective. International Journal of Behavioral Development, 17(1), 109–124.
Stahl, S. A., Hynd, C. R., Britton, B. K., McNish, M. M., & Bosquet, D. (1996). What happens when students read multiple source documents in history? Reading Research Quarterly, 31(4), 430–456.
Sung, Y. T., Chang, T. H., Lin, W. C., Hsieh, K. S., & Chang, K. E. (2016). CRIE: An automated analyzer for Chinese texts. Behavior Research Methods, 48(4), 1238–1251.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston, MA: Pearson.
Thorpe, G. L., & Favia, A. (2012). Data analysis using item response theory methodology: An introduction to selected programs and applications (Psychology Faculty Scholarship Paper 20). Onoro, ME: University of Maine.
Tsai, M. J. (2009). Online Information Searching Strategy Inventory (OISSI): A quick version and a complete version. Computers & Education, 53(2), 473–483.
Urakami, J., & Krems, J. F. (2011). How hypertext reading sequences affect understanding of causal and temporal relations in story comprehension. Instructional Science, 40(2), 277–295.
Van den Broek, P. (1989). Causal reasoning and inference making in judging the importance of story statements. Child Development, 60(2), 286–297.
Verhoeven, L., & van Leeuwe, J. (2008). Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology, 22(3), 407–423.
Wallace, R. M., Kupperman, J., Krajcik, J., & Soloway, E. (2000). Science on the Web: Students online in a sixth-grade classroom. The Journal of the Learning Sciences, 9(1), 75–104.
Wiley, J., Goldman, S. R., Graesser, A. C., Sanchez, C. A., Ash, I. K., & Hemmerich, J. A. (2009). Source evaluation, comprehension, and learning in Internet science inquiry tasks. American Educational Research Journal, 46(4), 1060–1106.
Zhang, S., Duke, N. K., & Jiménez, L. M. (2011). The WWWDOT approach to improving students’ critical evaluation of websites. The Reading Teacher, 65(2), 150–158.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Liu, IF., Ko, HW. Roles of paper-based reading ability and ICT-related skills in online reading performance. Read Writ 32, 1037–1059 (2019). https://doi.org/10.1007/s11145-018-9892-z
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11145-018-9892-z