Does Navigation Always Predict Performance Effects of Navigation on Digital Reading Are Moderated by Comprehension SkillsReport as inadecuate




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International Review of Research in Open and Distributed Learning, v17 n1 p42-59 Jan 2016

This study investigated interactive effects of navigation and offline comprehension skill on digital reading performance. As indicators of navigation, relevant page selection and irrelevant page selection were considered. In 533 Spanish high school students aged 11-17 positive effects of offline comprehension skill and relevant page selection on digital reading performance were found, while irrelevant page selection had a negative effect. In addition, an interaction between relevant page selection and offline comprehension skill was found. While the effect of relevant page selection was strong in good offline comprehenders, it was significantly reduced in weak offline comprehenders. The effect of offline comprehension skill was strong in students showing high rates of relevant page selection, while it was weak and insignificant in students showing low rates of relevant page selection.

Descriptors: Reading Skills, Reading Comprehension, Electronic Publishing, Reading Tests, Handheld Devices, Books, Telecommunications, Navigation (Information Systems), Hypermedia, Web Sites, Distance Education, Online Courses, Predictor Variables, High School Students, Foreign Countries, Search Strategies

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Author: Naumann, Johannes; Salmerón, Ladislao

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2984&id=EJ1090878



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