Factors related to digital reading achievement: A multi-level analysis using international large scale data

Abstract

This study aimed to examine which relevant variables were associated with adolescents' digital reading achievement using the Programme for International Student Assessment (PISA) 2009 dataset. A three-level hierarchical linear model was employed to identify significant factors predicting digital reading, controlling for print reading ability, and to examine if the extent of the association remained the same across schools and countries. The results confirmed the importance of navigation, metacognitive summary strategies, attitudes toward ICT, and social online reading activities. Female students, on average, underperformed male students when controlling for other variables. However, the associations between these factors and digital reading varied across schools and countries. Navigation appeared universally predictive in digital reading according to the results of the multilevel models.