Abstract
Background: Influence of external factors in general, and socioeconomic background factors in particular, on traditional reading performance has been extensively researched and debated. While tradi ...
Highlights
Influence of external factors in general, and socioeconomic background factors in particular, on traditional reading performance has been extensively researched and debated
Even though the area on the whole seems rather well researched with respect both to general school performance and traditional reading performance, there is a lack of corresponding investigations regarding digital reading
In a previous study on Swedish Programme for International Student Assessment (PISA) data a factor representing unique aspects of digital reading, nested within an overall reading factor, was identified (Rasmusson and Åberg-Bengtsson 2015). These results indicate that digital reading differs, to some extent, from traditional reading in that additional skills seem to be required
Summary
Influence of external factors in general, and socioeconomic background factors in particular, on traditional reading performance has been extensively researched and debated. In the hope of contributing to an area that up until now to a great extent has been left unresearched, the present study aims at investigating to what degree external factors, such as cultural and economic capital, parental pressure, and school choice, are related to 15-year-old students’ achievement in digital reading and in overall reading on both the student level and the school level in Norway and Sweden. Even though the area on the whole seems rather well researched with respect both to general school performance and traditional reading performance, there is a lack of corresponding investigations regarding digital reading. I explore reading performance among 15-year olds in Sweden and Norway with respect to student and school performance and some background factors, with a special focus on digital reading, using data from the Programme for International Student Assessment (PISA) 2009. Conducting parallel analyses on data from two rather comparable neighboring countries can be regarded as a means to validate the tested models in addition to an opportunity to compare the results with respect to similarities and differences
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