Print Reading Research Articles

The COVID-19 school closure effect on students’ print and digital leisure reading

Adopting an explanatory sequential mixed methods design, this study examined Singaporean primary school students’ changes in reading enjoyment, reading amount, and their access to resources in print and digital formats during the COVID-19 school closure. Survey data showed reading was a more preferred leisure activity during the school closure. Students’ reading enjoyment prior to the closure was positively correlated with changes in their reading enjoyment and reading amount during the closure, for both print and digital formats. Despite the ubiquity of devices, devices were underutilised for reading purposes. Students demonstrated a clear preference for print reading over reading digitally both before and during the school closure and relied more on home than online resources for reading materials. Changes in time spent on devices during school closure were not related to changes in digital reading amount, but negatively related to changes in reading enjoyment and print reading amount over the same period, suggesting more time on devices may not naturally lead to more reading digitally. Qualitative results revealed several challenges students faced with reading digitally. While students were digital natives in terms of using technology for entertainment purposes, they had difficulty locating digital reading materials as few students were socialised into using technology for reading. When it comes to reading, we propose that primary school students are print natives who are generally more familiar with reading in print and prefer print. Some inherent limitations of digital reading that restrict continuous reading (e.g., eye strain, reliance on power supply, cumbersome navigability) may prevent students from embracing the new form of reading.

A Study of the Significance of Translation Studies in the Educational Institutions of Pakistan

The aim of this research is to highlight the importance of Translation Studies as a proper discipline in educational institutions of Pakistan. The analysis has been done by conducting a questionnaire survey, gathering responses from the students of acknowledged educational institutions, both public and private. The findings suggest rather mixed views of the students about Translation and Translation Studies in general. While most of the participants have a clear idea that translation is something beyond mere paragraph translation and reading translated literature, they view translation as not necessarily a part of Humanities students’ curriculum. Most of the participants have never found an opportunity to take a translation related course; whereas, they are interested in taking one. However, there were only one to two students who could name an institution that offers a translation studies degree. The majority of the students are also aware of the translational processes around them while using social media or reading print media and are able to identify them. On the whole, this research tries to identify the current situation of translation studies in Pakistan, and at the end some recommendations have been given to improve the situation of Translation Studies in Pakistan because Translation Studies is the ultimate requirement for the progress and development in the field of academics. The world has understood this; Pakistan needs to do the same.

Know what? How digital technologies undermine learning and remembering

Are digital technologies affecting how we learn, what we know, and how we remember? We examine three aspects of these questions: the impact of the internet on cognitive skills, the way GPS is reshaping abilities to navigate physical space, and differences between digital and print reading. The goal of the analysis is to understand potential effects of digital technologies on educational practices and goals.We begin by reviewing research demonstrating the growing tendency to depend on digital devices and the internet to do our remembering for us. Regarding GPS, there is mounting evidence that reliance on GPS devices reduces our ability to navigate physical space on our own. Worryingly, studies indicate correlations between decreased navigational skills and dementia. Finally, the article documents how digital reading tends to lead to a more superficial approach to text than traditional print.Technologies have consequences, including in education. If digital technologies lead to diminished memory, lower our ability to find our way in physical space, and foster shallower reading, we need to consider the consequences for both formal and informal learning.

Chronicle of a death foretold: The enactment of patriarchy and class in print newspaper readership

This research examines the role of gender and class inequalities in the experience of reading print newspapers. We draw on data from two complementary sources: a survey of news, technology and entertainment consumption ( n = 700) administered in the greater Buenos Aires area, and 158 semi-structured interviews conducted in the City of Buenos Aires and other towns in Argentina. Our findings indicate that although news consumption in general appears to be evenly distributed, with no significant gaps according to age, gender, education and socioeconomic status, print newspaper consumption seems to be the preserve of older, more affluent, mostly male audiences in ways that reinforce patriarchal family patterns – it is usually husbands and fathers who decide for the entire household which newspaper is purchased and when that takes place. In addition, newspaper reading is carried on by those at the top of the income-earning pyramid, and reinforces class status mainly due to the persistent associations between newspaper readership, civic duty, and professional prestige. We conclude by reflecting on the implications of these trends for print newspapers and their role in society.

Understanding multiple reading attitude profiles of Chinese adolescents and how they relate to reading outcomes

BackgroundWhile many researchers studying reading motivation and attitudes have taken a variable‐centred approach, few have employed a person‐centred analysis to examine profiles of reading attitudes and how they relate to reading outcomes.MethodsAs a person‐centred approach, cluster analysis was used to examine the multiple reading attitude profiles of 499 seventh‐grade to ninth‐grade Chinese adolescents. The effects of each attitude profile on reading outcomes, which include strategy use and language arts grades, were tested using a multivariate analysis of covariance.ResultsCluster analysis identified four profiles: engaged digital readers (positive attitudes towards both academic and recreational reading in digital medium), avid readers (positive attitudes towards all dimensions), engaged print readers (positive attitudes towards both academic and recreational reading in print medium) and recreational digital‐only readers (relatively average attitudes towards recreational digital reading but substantially lower attitudes towards the other three dimensions). Avid readers outperformed all other profiles regarding strategy use but were equally successful with engaged print readers in terms of language arts. Recreational digital‐only readers scored the lowest in both reading outcomes.ConclusionsChinese adolescents have multiple reading attitude profiles distinct in nature and in their relation to reading outcomes.

The Effect of the COVID-19 Lockdown on Bilingual Singaporean Children’s Leisure Reading

Long-term school absences during pandemic lockdowns may result in learning gains and losses much like the summer reading loss, but little is known about the actual effects of such lockdowns. This mixed-methods study examined changes in reading enjoyment, amount and resources in three groups of bilingual children—English-Chinese, English-Malay, and English-Tamil speaking children—during the COVID-19 lockdown in Singapore. Results reveal a lockdown reading gap between children’s stronger language (English) and weaker language (Chinese/Malay/Tamil). Within each language, results show differential reading gains and losses for children who enjoyed and did not enjoy reading in print and digital formats. Children’s reading enjoyment before the lockdown, changes in reading enjoyment and print reading amount during the lockdown in English and Chinese/Malay were significantly correlated. Children preferred print reading over reading digitally both before and during the lockdown, and devices were underutilized for reading purposes.

Developing “Vision-for-Learning” Competencies among Teachers in Tanzania <br/>—An Innovative Higher Education Initiative

In Tanzania, many children do not master basic reading skills even after a number of years of school. One of the causes of failure in children’s learning to read is impaired vision. Intact visual capacity is an important prerequisite for print reading as well as learning in general. However, countries that do not have mandatory vision screening for children place children at risk of their visual needs not being met. There is evidence to show that teachers can be effective vision screeners. And teachers are ideally placed to intervene with vision-guided educational practices to improve children’s reading and learning. As part of the project Securing education for children in Tanzania, we conducted a blended learning course for 30 teachers and college faculty over the course of two consecutive years, (15 each year). The course participants attended a unique 30-credit post bachelor’s degree Continuing Professional Development (CPD) course called Vision for reading and learning. This course was arranged by the Western Norway University of Applied Sciences with the Patandi Teachers’ College of Special Needs Education, Tanzania, and the University of Applied Sciences, Koblenz, Germany. Through an innovative combination of content and teaching strategies, the goals of the course were to improve knowledge and skills in the area of visual development, to learn skills of vision screening and vision intervention as well as to raise awareness about the relationship between vision and learning. The course success was evaluated on the basis of academic results at the end of the course and on a questionnaire answered by course participants about the usefulness of knowledge and skills learnt and their applicability in real life. The results showed that teachers can, with training, become successful vision screeners and interveners and that a higher education blended learning course is a potential tool for future training in this area.

Digital Literacy and Reading Habits of the Central University of Tamil Nadu Students: A Survey Study

The study attempted to understand the University students' digital reading habits and their related skills. It also has a view of students' preferred sources of reading, whether physical or digital resources. For this study, we conducted a survey study with students and research scholars of the Central University of Tamil Nadu, India. The instrument was a structured questionnaire distributed with various modes. The result found that the majority of the students are well known about digital tools and usage, most of the students are excellent in digital literacy skills and other findings is however they are good in digital literacy even though they like to read print books is their most favorable preference. The results conclude that whatever technological devices are developed and students have also grown their technical knowledge. The result finds out, in education especially reading-wise, students or readers' first wish is printed resources; digital books are secondary to them.

Strengthening Digital Literacy During and Post Pandemic Covid-19

The Corona Virus Disease 2019 (COVID-19) outbreak creates anxiety, panic, and fear for the public. The spread of the virus is rapid, which has caused the WHO to raise the status of the pandemic becoming global. Even though the amount recovered counted many, the mortality rate continues to increase. This is what makes people feel afraid and panicked. The panic itself is able to lower the power holding the body of man, which is where the power holds the body is very important for the prevention of Covid-19. Strengthening digital literacy is needed both during the pandemic and after the COVID-19 pandemic. The purpose of this paper is to describe the importance of strengthening digital literacy for the community. The method of writing this article is a qualitative review, which the data retrieval is using the secondary data derived from materials reading print or electronic. The results of the discussion are, first, the public demand should be proficient in filtering the information that they receive. Second, during this pandemic, people must remain creative and productive to improve their standard of living. Third, during this pandemic, people need "refreshing" media through digital literacy to maintain mental health. In conclusion, strengthening people's digital literacy can be one of the keys to preventing COVID-19.

Problem-based gaming via an augmented reality mobile game and a printed game in foreign language education

Grounded in game-based learning and problem-based learning, this study compared the effects of an augmented reality (AR) mobile game and a printed game on student engagement and attitudes toward foreign language learning. For this purpose, a narrative-driven, location-based AR mobile game was developed based on the analysis, design, development, implementation and evaluation approach. The participants were 42 undergraduates studying English as a foreign language (EFL) in South Korea. The AR group played a location-based AR mobile game in English while moving around the university campus and collaborating with team members, whereas the print-game group played the same game color-printed onto paper in teams in the classroom. After the activities, both groups completed case reports, Likert-scale surveys, and adjective checklists, and participated in interviews. The results indicated that both groups demonstrated comparable levels of behavioral, cognitive, and emotional engagement as well as positive attitudes in learning EFL, without significant group differences. The adjective checklist also indicated that the AR- and print-games provided students with a similar quality of experience. The qualitative data suggested that, if the EFL instruction is performed in accordance with game-based learning and problem-based learning principles, students may sustain high levels of engagement and positive attitudes, regardless of the medium (AR technology versus print). However, the only significant group difference was found in the perceived usefulness for learning EFL, which favored the print-mode game. While AR technologies provided authentic and immersive learning environments, EFL students perceived print reading as more useful for learning English than digital reading. This study makes a case for the development and application of narrative-driven, location-based AR games in foreign language education.

Predicting fourth grade digital reading comprehension: A secondary data analysis of (e)PIRLS 2016

This study examined how digital reading comprehension of elementary students can be predicted by individual differences, home-school resources, and instructional support. We conducted multilevel regressions with two levels (student and school) using datasets for the United States of America from (e)PIRLS 2016. Data analysis at the student level indicated that the participating fourth graders’ digital reading comprehension was predicted substantively by their proficiency in print reading comprehension in conjunction with direct and indirect effects of individual differences in student motivation (e.g., reading self-concept) and home resources. At the school level, however, neither digital resources nor instructional support were significant predictors of students’ digital reading comprehension. These findings contribute to our understanding of what factors affect children’s development of digital literacy.

The emergence of the hybrid older reader: A cross-national study

AbstractBased on a survey of 6,989 individuals aged 60 and up from six countries (Austria, Denmark, Israel, the Netherlands, Romania and Spain), this study aimed at exploring the extent to which digital media practices complement and/or replace print media among older internet users. Results indicated a relative strength of print media among this audience and pointed to four differentiated sub-segments: hybrid readers—who comprised the majority of sample respondents—, heavy print readers, heavy online readers and non-readers. The segment type significantly associated with sociodemographic characteristics. The findings indicate that older readers are not a homogenous group and that their reading habits are affected by a complex configuration of factors: technological features of different media, specific individual psychosocial needs, unequal allocation of cultural capital among varied social groups that results in different levels and types of literacy, and—at least to some extent—idiosyncratic cultural and political conditions in each country.

The Braille reading skills of German-speaking students and young adults with visual impairments

This study aims to investigate the literacy skills of Braille readers in the areas of reading fluency, reading and listening comprehension, and spelling. A total of 119 German-speaking, Braille readers aged between 11.0 and 22.11 years were tested for this purpose. Data collection was carried out using a questionnaire, psychometric tests, and self-constructed assessments. Wherever possible, the results were compared with the standards of sighted peers. Regarding reading fluency, Braille readers performed significantly slower than print readers. In terms of spelling, the Braille users performed within an average range of sighted peers. Furthermore, a positive correlation was obtained between Braille reading fluency and spelling, whereas the use of auditory aids (e.g., speech output) showed a negative correlation with Braille reading fluency and spelling. In addition, a comparison between listening and reading within the study sample revealed that reading Braille proved to be better for comprehension, although listening was significantly faster. In conclusion, the findings provide evidence that Braille reading skills are important for the development of literacy skills in general. Nevertheless, listening skills are important and need to be systematically promoted.

Direct-to-Consumer Prescription Medication Advertisements and Use of Different Types of Media

The authors are not aware of any research for Internet social media direct-to-consumer prescription medication advertisements (DTCA) related to consumer behavior. The authors study (n=635) the association of traditional and digital media DTCA including Internet social media with the intentions to seek and behavior of obtaining additional information about a prescription medication after seeing a DTCA. This research found that advertisements seen on traditional/cable television were associated with decreased behavior. Advertisements seen on Internet television were associated with increased behavior. Seeking additional information of reading print content on the Internet was associated with increased behavior. No social media advertisements were associated with either intentions or behavior. Companies designing Internet and social media advertising platforms, pharmaceutical brand managers, and pharmaceutical marketers should consider these findings when tailoring their DTCA campaigns.

DESIGNING LIFE SKILL – BASED ENGLISH READING MATERIALS FOR SECOND GRADE STUDENTS OF SMA NEGERI 1 PRINGGASELA

This research aims to: developing life skill-based English reading materials design for the second grade students of SMA NEGERI 1 PRINGGASELA. The design used in this research is report design by using R&D ( Research and Development ) approach. The subjects of this research are the second grade students of SMA Negeri 1 Pringgasela in academic year 2016/2017. There are 35 students. In collecting data, the researcher uses two steps. First, the researcher distributed questionnaires into the students. Second, the researcher gathers data for conducting evaluation, opinion and suggestion from an English Teacher of SMAN 1 Pringgasela and an expert of designed materials. All responses and comments to the open questions were reviewed and grouped into some meaningful categories as they provide useful information for revising the product. 
 To determine the readability level of the texts used in new developed reading materials, the following are the categories of readability level and reader grade level according to Flesch Readability East Formula and Flesch-Kincaid Grade Level. Scores between 90.0 and 100.0, considered easily understandable. Scores between 60.0 and 70.0, considered easily understood. Scores between 0.0 and 30.0, considered easily understood.
 The final product of the materials consists of a course material of Life Skill Based English Material and a teacher’s manual. Whole Language Reading provides rich input of reading strategies, variety of topics, concepts, texts, activities, tasks, and evaluations. Using this material makes reading more holistic and meaningful as it provides integration across language skills and subject areas.
 Educational institutions need to provide a rich learning environment with a variety of reading sources, print and digital to provide opportunities for students to choose and determine reading materials that suit their needs.

Effects of Video Reversal on Gaze Patterns during Signed Narrative Comprehension.

Language knowledge, age of acquisition (AoA), and stimulus intelligibility all affect gaze behavior for reading print, but it is unknown how these factors affect "sign-watching" among signers. This study investigated how these factors affect gaze behavior during sign language comprehension in 52 adult signers who acquired American Sign Language (ASL) at different ages. We examined gaze patterns and story comprehension in four subject groups who differ in hearing status and when they learned ASL (i.e. Deaf Early, Deaf Late, Hearing Late, and Hearing Novice). Participants watched signed stories in normal (high intelligibility) and video-reversed (low intelligibility) conditions. This video manipulation was used because it distorts word order and thus disrupts the syntax and semantic content of narratives, while preserving most surface phonological features of individual signs. Video reversal decreased story comprehension accuracy, and this effect was greater for those who learned ASL later in life. Reversal also was associated with more dispersed gaze behavior. Although each subject group had unique gaze patterns, the effect of video reversal on gaze measures was similar across all groups. Among fluent signers, gaze behavior was not correlated with AoA, suggesting that "efficient" sign watching can be quickly learnt even among signers exposed to signed language later in life.

Growing up a reader: Exploring children’s and adolescents’ perceptions of ‘a reader’

ABSTRACTBackground: Over the last two decades, the reading habits of children and adolescents have evolved. Research shows some similarities in the reading experiences of children and adolescents, but there are also differences. For example, adolescents are more likely to read digitally and generally report poorer attitudes towards reading. With this in mind, we asked: how do young people define a reader?Purpose: This small scale, in-depth study sought to understand how children and adolescents describe ‘a reader’ and examine similarities and differences in their responses.Methods: In total, 33 children aged 9–11 and 30 adolescents aged 15–16 from one primary school to one secondary school in the UK were individually interviewed, to explore their perceptions and descriptions of a reader. Using a participatory approach, adult researchers interviewed student researchers, who then in turn interviewed their peers. Transcribed data were analysed qualitatively, using a data-driven, inductive thematic analysis approach.Results: Our analysis revealed some common themes in terms of children and adolescents’ perceptions of a reader. For example, readers were described as those who enjoy reading, read frequently, choose to read and, primarily, read print books. Readers were also described as those who are skilled at reading. However, subtle differences between children and adolescents were also found. For example, adolescents were more likely to say that readers choose a broader range of reading matter and did not need to read as frequently to be described a reader.Conclusions and implications: Our analysis offers insights into how children and adolescents defined a reader. Understanding more about how children and young people describe readers may help teachers who are working towards strengthening reading cultures in their primary or secondary school contexts. Broadening the conceptualisation of what it means to be a reader could arguably lead to a more inclusive use of the term and ultimately encourage more children and adolescents to self-identify as readers. Further, from a methodological point of view, we encourage researchers to consider a participatory research approach where appropriate, as this involvement in the research process can support primary and secondary school students in the development of their own research skills.

Print-Based Texts or Digitized Versions: An Attitudinal Investigation Among Senior High School Students

Attitude is a factor noted to be a determinant of practice and behavior; thus, has become a topic of interest for many scholars. This present study investigated the attitude toward print-based and electronic-based reading of 562 senior high school students (mean age = 17.71, standard deviation = 0.0889) sampled across 10 schools (4 of which are privately managed). The study employed a descriptive-quantitative-correlational design in determining the attitude of the respondents across reading versions, significant difference in attitude of the respondents toward print-based and digital reading, statistical difference in the attitude across the dichotomous variable gender, and the relationships between attitudes. Moreover, data gathering was realized through the use of a survey tool pilot tested (with reliability of Cronbach’s alpha = 0.811). The analysis of the data revealed that the respondents harbor an attitude characterized as ‘somehow negative’ towards both versions of reading. In addition, there is a significant difference in the respondents’ attitude toward print and e-reading. Moreover, gender differences exist in the attitude toward print reading with females exhibiting better attitudes. Last, there is a significant correlation between the respondents’ attitude toward print and electronic reading.

The Effects of Gender and Reading Mediums on Reading Comprehension

The present study examined the effects of gender and different types of reading mediums on reading comprehension among students. Forty undergraduates were asked to read four psychopathology texts (two digital texts and two print texts). Results showed that there was no significant difference in reading comprehension between gender. However, the mean scores obtained by females were slightly higher than males. Results also showed that reading comprehension between the two groups (print versus digital) was not significantly different. Nevertheless, the mean scores revealed that participants’ performance in print reading was slightly better than digital reading, suggesting that participants may have benefited a bit more from print reading. The present findings shed further light on the effects of digital reading and print reading on reading comprehension.
 Keywords: Digital reading; Gender differences; Print reading; Reading comprehension

Comparison of brain activity characteristics of readers in print and smartphone text reading situations

Comparison of brain activity characteristics of readers in print and smartphone text reading situations