Reading Test Research Articles

Post-Pandemic Assessment of Fundamental Reading, Writing and Arithmetic Skills of Grade 5 Learners

This study investigated the proficiency in fundamental reading, writing and arithmetic skills of grade 5 learners in Davao Region, Philippines during a post-pandemic assessment conducted in April 2024. A quantitative descriptive design was used, utilizing data from 195 grade 5 learners randomly selected by DepEd – Bureau of Education Assessment (DepEd - BEA) from six school divisions. Validated test questions aligned with the K to 12 curriculum and Southeast Asia-Primary Learning Metrics (SEA-PLM) Band of specification were utilized for reading, writing, and arithmetic assessments. Point-by-serial analysis confirmed acceptable internal consistency for reading (0.32) and arithmetic (0.30) skills tests. Results revealed low proficiency in both reading (mean score = 18.13%, overall proficiency = 37.15%) and arithmetic (mean score = 5.45%, overall proficiency = 34.50%). Writing analysis showed 65% of students scoring in Band 2, which revealed limited writing skills with fragmented ideas and vocabulary. Run-on sentences and dangling modifiers suggest a lack of focus on coherence and correctness. While the pandemic introduced unprecedented challenges, the study revealed that it does not solely account for the decrease in the academic performance of grade 5 learners. These findings highlighted the need to strengthen intervention programs in reading, writing, and arithmetic across all key stages of the K to 12 curriculums. Implementing a wider variety of assessment formats beyond multiple-choice questions may also be beneficial. This study contributes to the growing body of research on the pandemic's effect on educational attainment and underscores the importance of evidence-based interventions to support student recovery.

Development of Gadung Tuber Processing E-Module Based on Discovery Learning at SMAN 1 Seteluk, West Sumbawa Regency

This research aims to determine the feasibility of an e-module for processing gadung tubers (dioscorea hispida) based on a discovery learning model and to determine the readability test of developing an e-module for processing gadung tubers (dioscorea hispida) based on a discovery learning model by students in class X-6 of SMA Negeri 1 Seteluk. This e-module was developed using a 4D development model by Thiagarajan, but this research was limited to the 3D stage. The 3D stages are Definition, planning (Design) and development (Develop). Based on the research results, it shows that the e-module was declared valid according to the validation results of 63.75%, the readability test by teachers was 78.75% and the readability test by students was 76.13%. Thus, e-modules are suitable for implementation in the learning process by teachers in the future.

Validation of the Norwegian International Reading Speed Texts (IReST) in adult readers with normal vision

There is a lack of standardised reading tests in Norwegian suitable for adults and persons with visual impairment (VI). The International Reading Speed Texts (IReST) measure reading performance of longer paragraphs. The aim of this project was to translate and validate the IReST in Norwegian. Each of the German, English and Swedish IReST were translated into Norwegian. The translations were matched for length, linguistic difficulty, and structure, and piloted in five adults. Reading speed was assessed in 25 readers (41 years, SD = 10) with normal vision and the readings were recorded. Reading speeds were analysed for variability between texts and participants. There were no statistically significant differences between the ten texts (135 words, 765 characters [SD=18], word variation index 91.8% [SD = 0.9%]). Reading speed in adult readers was 204 (SD=31) words/min. There was no difference across texts for any of the participants (p>0.05). Reading speed variance was 77.4% between subjects and 22.6% between texts. The Norwegian IReST is standardised and comparable to the international IReST tests. Reading speed falls within normative values in adult readers. The Norwegian IReST will be a valuable tool in assessing reading in clinical health care, rehabilitation and educational practice of adult and visually impaired readers and in reading research.

Learning-Oriented Reading Assessment: A Design for EFL Students

Learning-oriented reading assessment (LORA) has expanded multiple views of assessment for learning reading. Most EFL reading assessment contexts tended not to utilise feedback and self-assessment for the redesign of authentic tasks and tests. This mixed-methods study investigated how LORA enhanced EFL students’ reading after the implementation of LORA. Participants consist of sixty-seven tenth Grade Thai students from the urban public school. They were divided into two groups, including 32 students for the LORA group and 35 students for the control group. The reading test was designed to compare post-test scores of both groups and was analyzed using Mann-Whitney U-test. In addition to perceptions on assessment, only those in the LORA group responded to the LORA questionnaire to give their perceptions of the assessment, and the three highest-ranking and the three lowest-ranking students were selected for the semi-structured interviews to explore five aspects of the design, including task, test, teacher’s observation, feedback, and redesign. Findings from the questionnaire were analyzed using descriptive statistics whereas the semi-structured interview was categorized through thematic analysis. Although there was no statistically significant difference between groups, students in the LORA group tended to gain higher scores on reading after participating in the study. They perceived positively on the implementation. Implications indicated connecting reading assessment and feedback for learning with authentic tasks and tests.

Contextual Teaching and Learning Interactive Media in Redox Reaction Concept for Improving Critical Thinking and Self-efficacy

Many students find redox reactions challenging due to educators focusing solely on imparting knowledge without real-world connections. This approach limits critical thinking and reduces students' self-efficacy. To address these issues, fostering creativity and developing interactive learning materials are essential solutions. This research aims to create contextual teaching and learning (CTL) based interactive learning media for redox reactions. This media focuses on validity, practicality, and effectiveness in enhancing students' critical thinking skills and self-efficacy. The research framework employed in this study follows a research and development method with an analysis, design, development, implementation, and evaluation (ADDIE) model, with a research subject of 31 students. The results showed that interactive learning media was declared valid by media experts and material experts with an average score of 92.50% (high validity category). Media is very practical based on readability tests, students' responses, teachers' responses and observation sheets average percentage of 85.92%. It is also proven to increase critical thinking skills in high effective category (N-gain 0.81), and increase self-efficacy in moderate category (N-gain 0.65).

ADAPTATION AND VALIDATION OF THE INDONESIAN VERSION OF THE HEALTH BELIEF MODEL INSTRUMENT FOR PARENTS

Children are a crucial population requiring COVID-19 vaccination. With the global rollout of COVID-19 vaccines, the increasing number of unvaccinated children and adolescents has raised concerns. To was translated, adapted, and validate the Health Belief Model instrument for parents of children aged 6–11 years regarding COVID-19 vaccination in the Indonesian language. Cross-cultural translation and adaptation were conducted according to international standards. The instrument testing process, according to Beaton et al., (2020), involves five stages: forward translation, synthesis of the translation results, back translation, review of the back translation, and readability testing. Respondents were purposively selected from the parents of children aged 6–11 years. Face and content validity were achieved for the Indonesian version of Health Belief Model for parents of children aged 6–11 years. The validity of each statement item was assessed using Pearson Correlation with a significance level of 0.05 and 193 respondents, resulting in an r table value of 0.1406. The constructs within the Health Belief Model were deemed valid based on the Pearson Correlation values, as the coefficient values were greater than the r-table value (r > 0.1406; p < 0.05). The constructs in the Health Belief Model were also reliable, with a Cronbach’s alpha value of 0.657. The culturally adapted Indonesian version of the Health Belief Model instrument for parents of children aged 6–11 years regarding COVID-19 vaccination is considered valid and reliable for use in research among the parent population of children aged 6–11 years in the context of COVID-19 vaccination.

Teaching IELTS Reading Skills

This research describes the teaching of IELTS Reading for students. This research is library research. The analysis shows that the IELTS reading test evaluates participants' understanding of information and language, requiring them to synthesize, interpret, and respond to information. The test consists of 14 types of questions, including Choosing a Title, True False Not Given / Yes No Not Given, Matching Features, Matching Headings, Matching Paragraph Information, Matching Sentence Endings, Sentence Completion, List Selection, Multiple Choice, Short Answer, Summary Completion, Flow Chart Completion, Diagram Completion, and Table Completion. The resulting test is graded on a band scale from range from 0 (did not take the test) to 9 (proficient in English) which indicates students' understanding and ability to read in English. Understanding the types of questions on the IELTS is crucial for students to prepare for the test. However, the test requires precise abilities for success. Teachers can create lesson plans for teaching Reading IELTS to help students prepare for the test and prepare them for the test. To answer IELTS Reading questions, students need fast and accurate reading skills and the right strategy. Teaching reading skills for the IELTS test can be challenging, but several strategies can help teachers structure effective teaching. These include understanding the test format, analyzing previous questions, building academic vocabulary, teaching active reading, practicing explaining the main idea, teaching skimming and scanning techniques, managing class discussion and analysis, practicing with varied reading material, using an integrated approach, giving constructive feedback, simulating reading tests, giving homework, training students to compose an outline, and promoting flexibility in learning.

The Impact of Laboratory Automation on the Time to Urine Microbiological Results: A Five-Year Retrospective Study.

Total laboratory automation (TLA) is a valuable component of microbiology laboratories and a growing number of publications suggest the potential impact of automation in terms of analysis standardization, streaking quality, and the turnaround time (TAT). The aim of this project was to perform a detailed investigation of the impact of TLA on the workflow of commonly treated specimens such as urine. This is a retrospective observational study comparing two time periods (pre TLA versus post TLA) for urine specimen culture processing. A total of 35,864 urine specimens were plated during the pre-TLA period and 47,283 were plated during the post-TLA period. The median time from streaking to identification decreased from 22.3 h pre TLA to 21.4 h post TLA (p < 0.001), and the median time from streaking to final validation of the report decreased from 24.3 h pre TLA to 23 h post TLA (p < 0.001). Further analysis revealed that the observed differences in TAT were mainly driven by the contaminated and positive samples. Our findings demonstrate that TLA has the potential to decrease turnaround times of samples in a laboratory. Nevertheless, changes in laboratory workflow (such as extended opening hours for plate reading and antibiotic susceptibility testing or decreased incubation times) might further maximize the efficiency of TLA and optimize TATs.

Most challenging types of offline inferences for Chinese migrants when reading public notices in Spanish

Written discourse comprehension implies a complex inferential function. In this study, we analyse those inferences taking place after reading (so-called offline), known to be elaborative and complementary. Following a non-probabilistic convenience sampling, we carried out a qualitative, descriptive study with 30 Sino-speaking adult migrants living in Madrid. The POEM test (Ureña, Flores &amp; Martín Leralta, under review) divided them in 3 equitative groups of initial, intermediate and advanced level. The objective was to identify the type of offline inferences most challenging for the participants when reading public notices in Spanish L2. The frequency of appearance in daily life of those notices and the level of proficiency were also analysed. Experts in inferences and in Spanish as a migration language validated the reading test. Results showed some relevant features of this reading profile and its didactic consequences to train the inferential skill.

Later ("evening") circadian preference is associated with poorer executive, academic, and attentional functioning in adolescents with and without ADHD.

Adolescents vary considerably in their circadian phase preference; those with greater "eveningness" (also known as "night owls") have later bedtimes, wake times, and peak arousal compared to those with greater "morningness." Prior research suggests that (a) greater eveningness is associated with worse academic, executive, and attentional functioning; and (b) adolescents with attention-deficit/hyperactivity disorder (ADHD) tend to be high in eveningness and to have deficits in these school-related constructs. However, few studies have examined circadian preference alongside two potential confounds-sleep duration and sleep quality-as predictors of daytime functioning, or whether the strength of associations differs across adolescents with and without ADHD. Participants were 302 adolescents (Mage = 13.17 years; 44.7% female; 81.8% White); approximately half (52%) had ADHD. A multi-method, multi-informant design was used. Specifically, adolescents reported on their circadian preference, school night sleep duration, and sleep quality. Adolescents provided ratings of their academic motivation (intrinsic, extrinsic, and amotivation) and were administered standardized achievement tests in reading and math. Adolescents and parents completed ratings of daily life executive functioning (behavioral, emotion, and cognitive regulation), and they and teachers also provided ratings of ADHD inattentive symptoms. Above and beyond sleep duration, sleep quality, and covariates (sex, family income, pubertal development, medication use), greater eveningness was uniquely associated with poorer academic, executive, and attentional functioning across most measures. Sleep quality was uniquely associated with a handful of outcomes, and sleep duration was not significantly uniquely associated with any outcome in the regression analyses. ADHD status did not moderate effects. This study provides compelling evidence that poorer academic, executive, and attentional functioning are more closely associated with greater eveningness than with sleep duration or quality in adolescents. Findings suggest that targeting circadian preference may be important to reduce these problems in adolescents, especially in clinical samples such as ADHD for whom academic, executive, and attentional difficulties are exceptionally common.

Looking into EFL Students’ Intercultural Awareness and Its Relation with Varying Social Media Exposure and Reading Ability

With explosive growth of technology and globalization, seeing vastly different culture has become part of our daily life as seen in social media. Students’ social media exposure is closely related to their reading activity. Thus, great reading ability leads to great intercultural awareness. This study aimed to investigate EFL students’ intercultural awareness and its relation with varying social media exposure and reading ability. The quantitative study employed ex-post-facto design, with participation of 183 EFL students purposively recruited from Informatics Study Program in a private univerisity in Jakarta, Indonesia. The data collected using online questionnaires and reading tests were analyzed using SPSS 27. With this software, descriptive statistics were made to compare means, percentages, and standard deviations of students’ intercultural awareness. Paired-samples t-tests were run to find out a significant difference in participants’ intercultural awareness by varying social media use and reading ability. The results revealed EFL students’ high intercultural awareness with no significant difference found in students’ varying social media use and with a significant difference found in students’s varying reading ability. In conclusion, EFL students’ intercultural awareness is influenced significantly by their reading abilities rather than their social media exposure.

Analisis Kemampuan Membaca Lancar Level 2 Siswa SD

Fluent reading is the ability to master codes consisting of words by paying attention to the following factors: the ability to identify words automatically, the speed at which words move from one word to another, the procedures or expressions used in oral reading and accuracy. in translating the code to ensure the decoding process and understanding of the text being read. Therefore, the aim of this research is to analyze students' fluent reading abilities at level 2 in terms of reading accuracy and speed as well as fluency in reading texts with appropriate pauses, intonation and expression. The method used is a case study method through a reading test which is designed to assess the three main components of pauses, intonation and expression. The research subjects consisted of 3 2nd grade elementary school students|

Combining Statistical and Machine Learning Methods to Identify Predictors of Brazilian Students’ Proficiency in PISA 2018

Brazil’s education system lags behind international standards, with two-fifths of students scoring below the minimum level of proficiency in mathematics, science, and reading. Thus, this study combined machine learning with traditional statistics to identify the most important predictors and to interpret their effects on proficiency in the PISA 2018 mathematics, science, and reading tests. Predictors encompassed a wide range of variables, sociodemographic characteristics, teaching and learning processes, and non-cognitive skills. The outcome of the present study was proficiency in mathematics, science, and reading. PISA proficiency levels were grouped into “low proficiency” and “proficient” categories, using a classification system commonly employed in PISA reports. Using random forest analysis, a machine learning method, I compared the importance of predictors for proficiency in mathematics, science, and reading. I then adjusted multilevel logistic regression analyses to investigate the relationship between the top predictors and the outcomes. Among the top predictors for the three outcomes identified, annual household income, parents’ highest occupational status, and early childhood education and care were positively associated with proficiency in mathematics, science, and reading, while grade repetition and additional instruction were negatively associated with these outcomes. These findings urge Brazilian policymakers and educators to prioritize initiatives that strengthen early childhood programs, minimize grade repetition, and promote effective learning strategies.

Development and Validation of Performance-Based Assessment of Daily Living Tasks in Age-Related Macular Degeneration.

To establish the reliability and validity of five performance-based activities of daily living task tests (ADLTT), to correlate structure to function, to evaluate the impact of visual impairment (VI) on age-related macular degeneration (AMD), and to develop new outcome measures. A multidisciplinary team developed five ADLTTs: (1) reading test (RT); (2) facial expression (FE) recognition; (3) item search (IS) task; (4) money counting (MC) task; and (5) making a drink (MD), tested with binocular and monocular vision. ADLTTs were tested for known-group (i.e., difference between AMD group and controls) and convergent (i.e., correlation to other measures of visual function), validity metrics, and test-retest reliability in 36 patients with VI (visual acuity (logMAR VA > 0.4) in at least one eye caused by AMD versus 36 healthy controls without VI. Compared to controls, AMD patients had a slower reading speed (-77.41 words/min; P < 0.001); took longer to complete MC using monocular worse eye and binocular vision (15.13 seconds and 4.06 seconds longer compared to controls, respectively; P < 0.001); and MD using monocular worse eye vision (9.37 sec; P = 0.033), demonstrating known-group validity. Only RT and MC demonstrated convergent validity, showing correlations with VA, contrast sensitivity, and microperimetry testing. Moderate to good test-retest reliability was observed for MC and MD (interclass correlation coefficient = 0.55 and 0.77; P < 0.001) using monocular worse eye vision. Real-world ADL functioning associated with VI-related AMD can be assessed with our validated ADLTTs, particularly MC and MD. This study validates visual function outcome measures that are developed for use in future clinical practice and clinical trials.

Alouette-R normative data for French-speaking school-aged children living in Quebec.

The Alouette-R (2005) by Lefavrais is one of the most widely used tools to assess reading skills in French. However, this instrument does not have normative data specific to the French-speaking population of Quebec, Canada. The validity of an assessment being strongly compromised when using inappropriate norms, the first objective of this study was to establish local norms for the Alouette-R. The second objective was to provide sensitivity and specificity data for each Alouette-R measure in the French-speaking Quebec population. The third objective was to compare Quebec and French normative data and their sensitivity to better understand the applicability and effectiveness of the Alouette-R test at the regional level. A total of 347 fluent readers and 48 children with dyslexia from 3rd to 6th grades were recruited from different regions in Quebec. Participants had to read aloud the 265-word text of the Alouette-R in a maximum of 3 min. Norms (means, standard deviations and percentiles) by school grades were created for each test measure: reading time, number of words read, number of errors, number of words correctly read, reading accuracy index and reading fluency index. The sensitivity (i.e., the ability to correctly identify children with dyslexia) and specificity (i.e., the ability to correctly identify children without dyslexia) of these measurements were also documented. The norms and their sensitivity were then compared with those of the original French study by Lefavrais in 2005. The presence of differences between European and Quebec norms supports the importance of using local norms when assessing language skills. The reading accuracy and fluency indexes are the measurements that best discriminated children with dyslexia from those without a reading disorder in our study. This study will allow clinicians working in Quebec to have a better interpretation of the Alouette-R measurements and ultimately avoid erroneous conclusions resulting from the use of foreign normative data. What is already known on this subject The Alouette-R is a reading test validated and standardized in France to screen for dyslexia in children. The validity of existing norms with the Quebec population in Canada is questionable due to socio-linguistic differences with the population of France. What this study adds to existing knowledge This study provides for the first time normative and sensitivity/specificity data of the Alouette-R for French-speaking school-aged children living in Quebec. Differences were noted with the normative data from France, which supports the importance of using local normative data when administering reading tests in Quebec. What are the potential or actual clinical implications of this work? When administering the Alouette-R, clinicians in Quebec will now be able to use normative data adapted to the local population, which will limit erroneous conclusions resulting from the use of foreign normative data. In addition, the sensitivity and specificity values reported in the article will allow these clinicians to better interpret their results when screening for a developmental reading disorder.

STEM-Based e-LKPD Development in Islamic Context to Enhance Creative Thinking in Digestive Studies

This study aims to produce teaching materials in Electronic Student Worksheets (E-LKPD) based on STEM in an Islamic context to improve creative thinking skills in the human digestive system. The development process involved validity testing by six experts, readability testing by 18 students, and field trials by one biology teacher and 36 students. The study results indicate that the developed E-LKPD is highly valid and effective. The E-LKPD achieved an average validity rating of 90.87%, classified as feasible. Regarding readability, it scored an average of 98.84%, indicating it is highly appropriate for users. Furthermore, field trials revealed positive feedback from teachers and students, with feasibility ratings of 91.26% and 98.49%, respectively, confirming that the E-LKPD is very well-received and effective in practical use. There is an increase in the average ability to think creatively as measured through test instruments. The study significantly enhances students' creative thinking abilities by implementing E-LKPD. Before using E-LKPD, the average creative thinking score was 34.86, which increased to 72.08 after implementation, with an N-Gain of 0.55, categorized as medium. These results demonstrate that E-LKPD is highly suitable for learning activities and effectively improves students' creative thinking skills.

The impact of an online hybrid reading intervention on the reading comprehension and strategy use of Iranian English for specific purposes students in relation to an evaluated researcher-made ESP textbook

Research suggests that English for Specific Purposes (ESP) students in English-as-a-Foreign-Language (EFL) contexts have difficulties understanding the passages in technical English textbooks of various fields of study including computer software engineering. Few experimental studies to date have investigated the effect of an online hybrid reading intervention on the reading comprehension performance of these students. To fill this gap, the present experimental study sought to assist these students with comprehending the passages of an ESP textbook entitled ''Technical English for Computer Software Engineers'', developed for computer software engineering students of a non-profit university in Babol, Iran. In doing so, an 8-session online hybrid reading intervention featuring cognitive and metacognitive strategies was administered to an experimental group (n = 30) of ESP students, while the control group (n = 30) followed the conventional approach to teaching the reading skill. To track the participants' reading comprehension, International English Language Testing System (IELTS) reading tests were used before and after the intervention. Results showed that the treatment led to a statistically significant difference between the two groups in terms of the reading comprehension and strategy use. In addition, the teachers' and students' perceptions with regard to the whole textbook were reported. Findings bear pedagogical significance for all the stakeholders.

Associations of childhood, adolescence, and midlife cognitive function with DNA methylation age acceleration in midlife.

Prior studies showed increased age acceleration (AgeAccel) is associated with worse cognitive function among old adults. We examine the associations of childhood, adolescence and midlife cognition with AgeAccel based on DNA methylation (DNAm) in midlife. Data are from 359 participants who had cognition measured in childhood and adolescence in the Child Health and Development study, and had cognition, blood based DNAm measured during midlife in the Disparities study. Childhood cognition was measured by Raven's Progressive Matrices and Peabody Picture Vocabulary Test (PPVT). Adolescent cognition was measured only by PPVT. Midlife cognition included Wechsler Test of Adult Reading (WTAR), Verbal Fluency (VF), Digit Symbol (DS). AgeAccel measures including Horvath, Hannum, PhenoAge, GrimAge and DunedinPACE were calculated from DNAm. Linear regressions adjusted for potential confounders were utilized to examine the association between each cognitive measure in relation to each AgeAccel. There are no significant associations between childhood cognition and midlife AgeAccel. A 1-unit increase in adolescent PPVT, which measures crystalized intelligence, is associated with 0.048-year decrease of aging measured by GrimAge and this association is attenuated after adjustment for adult socioeconomic status. Midlife crystalized intelligence measure WTAR is negatively associated with PhenoAge and DunedinPACE, and midlife fluid intelligence measure (DS) is negatively associated with GrimAge, PhenoAge and DunedinPACE. AgeAccel is not associated with VF in midlife. In conclusion, our study showed the potential role of cognitive functions at younger ages in the process of biological aging. We also showed a potential relationship of both crystalized and fluid intelligence with aging acceleration.

School Readiness Predictors of Early Academic Achievement in Children Born Very Preterm.

This study examined associations of school readiness measures obtained before school entry with academic achievement at early school age in children born very preterm (VPT, gestational age ≤ 30 weeks) and children born full term (FT, GA ≥ 37 weeks). The sample included 38 children born VPT and 30 born FT recruited at age 4 years and followed to early school age. Measures of readiness included tests of global cognition, executive function, motor abilities, and preacademic skills, as well as caregiver behavior ratings. Tests of math, reading, and spelling were administered to assess school-age achievement. Analyses that controlled for socioeconomic status and accounted for inclusion of siblings compared the groups on the achievement tests and identified measures of readiness related to school-age achievement. Achievement difficulties were more pronounced in the VPT group and associated with problems in multiple readiness domains. Effect sizes for these associations were largest for measures of spatial ability, executive function, and preacademic skills. Some associations remained significant when controlling for global cognitive ability at age 4 years, and others were significant only for the VPT group. Findings suggest that deficits on tests in multiple readiness domains assessed before school entry in children born VPT or FT are associated with early school-age achievement. The most pronounced readiness deficits in the VPT group at age 4 years were also among those most closely associated with later difficulties in achievement. Further research is needed to refine assessment of school readiness in children born VPT.

A ciascuna disciplina il suo risultato. Classi digitali vs. classi a didattica tradizionale: un confronto negli esiti degli apprendimenti

In recent years, Italy has embarked on a transformative journey to embrace technology in education. This article focuses on the adoption of digital technologies, with particular attention to the digital classroom initiative. The digital classroom experience aims to utilize digital tools and resources to facilitate an engaging and innovative mode of learning for students. This contribution examines the effects of student participation in digital classrooms on learning outcomes, comparing them with traditional classrooms within the three-year curriculum of a lower secondary school. Through an evaluative approach based on representative data from a sample of over 200 students, we analyze the impact of digital classrooms on INVALSI test results. The analyses encompass descriptive models and linear regression models applied to the results of tests in Italian, Mathematics, English Reading, and English Listening. The models introduce control variables related to the socio-economic and cultural status of the students’ families of origin, as well as their prior performance in INVALSI tests (grades II and V), for students continuing in the same institution through the primary cycle. The results indicate the need for distinct considerations depending on the discipline under analysis: for Mathematics, belonging to a traditionally taught class seems to yield better results. In the case of Italian, English Reading, and English Listening, the effect is neutral. Socio-economic and cultural status appears to have less influence on English-related disciplines, and the trend, though not statistically significant, demonstrates partially positive effects in digital classroom participation, particularly for students with cognitive vulnerabilities. The outcomes underscore the necessity of discipline-specific differentiation and further assessment of outputs to delve into the specifics of innovative didactics implemented in digital classrooms.