Systematic analysis of digital reading studies in the digital age

Year 2022, Volume: 9 Issue: 1, 233 - 250, 01.01.2022

Zuhal Çeliktürk Sezgin

https://doi.org/10.17275/per.22.13.9.1

Cited By: 2

Abstract

Digitalization has led to significant changes in reading like it does in almost every field. When traditional print reading is considered together with digital reading, it can be argued that digital reading differs from printed reading in many respects. Given the complex nature of reading, it is predictable that an in-depth examination of digital reading is needed. In this context, this research aims to determine the trends and prominent concepts/topics by examining the studies on digital reading in a systematic and holistic manner. In the research, peer reviewed articles related to the concept of digital reading indexed in the Web of Science database were analyzed. Data analysis methods such as content analysis, descriptive analysis and bibliometric analysis were used in the research. As a result of the research, it was seen that there was a significant increase in digital reading studies especially in recent years. It is also determined that digital reading studies are concentrated in developed countries. The data on the participants were also examined in the studies. Accordingly, it was identified that the highest number of studies took place at the K-12 level, and the participants generally had a lower-to-medium socioeconomic status. The sampled papers were also analyzed in terms of reading methods and it was seen that digital shared reading was used more than other reading methods. When the most commonly used variables, the most used concepts in the abstract sections or the most used keywords are examined, it is noticeable that the concept of reading comprehension comes to the fore. When the authors/references that received the most references in the field were analyzed, it was determined that OECD reports were referenced the most. In line with the findings obtained, results were discussed mutually with the literature and various inferences were made.

Keywords

Digital reading, reading format, reading comprehension, reading preferences

References

• Ackerman, R., & Goldsmith, M. (2011). Metacognitive regulation of text learning: On screen versus on paper. Journal of Experimental Psychology: Applied, 17(1), 18-32. https://doi.org/10.1037/a0022086
• Aydemir, Z., & Ozturk, E. (2012). The effects of reading from the screen on the reading motivation levels of elementary 5th graders. Turkish Online Journal of Educational Technology-TOJET, 11(3), 357-365.
• Aydemir, Z., Öztürk, E., & Horzum, M. B. (2013). The effect of reading from screen on the 5th grade elementary students' level of reading comprehension on informative and narrative type of texts. Educational sciences: Theory and Practice, 13(4), 2272-2276. DOI: 10.12738/estp.2013.4.1294
• Baron, N. S. (2020). Digital reading: A research assessment. In E.B. Moje, P. Afflerbach, P. Enciso, N.K: Lesaux (Eds.), Handbook of reading research volume V (p.116-136). New York and London: Routledge.
• Baron, N. S., Calixte, R. M., & Havewala, M. (2017). The persistence of print among university students: An exploratory study. Telematics and Informatics, 34(5), 590-604. https://doi.org/10.1016/j.tele.2016.11.008
• Blanchard, J. S. & Farstrup, A. E. (2011). Technologies, digital media, and reading instruction. In S.J. Samuels, & A.E. Farstrup (Eds.), What research has to say about reading instruction (4th ed.) (p. 286-314). Newark, DE: International Reading Association.
• Bus, A. G., Van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1-21. https://doi.org/10.3102/00346543065001001
• Chen, C. M., & Chen, F. Y. (2014). Enhancing digital reading performance with a collaborative reading annotation system. Computers & Education, 77, 67-81. https://doi.org/10.1016/j.compedu.2014.04.010
• Chen, G., Cheng, W., Chang, T. W., Zheng, X., & Huang, R. (2014). A comparison of reading comprehension across paper, computer screens, and tablets: Does tablet familiarity matter?. Journal of Computers in Education, 1(2), 213-225. https://doi.org/10.1007/s40692-014-0012-z
• Cheung, K. C., Mak, S. K., & Sit, P. S. (2013). Online reading activities and ICT use as mediating variables in explaining the gender difference in digital reading literacy: Comparing Hong Kong and Korea. The Asia-Pacific Education Researcher, 22(4), 709-720. https://doi.org/10.1007/s40299-013-0077-x
• Clinton, V. (2019). Reading from paper compared to screens: A systematic review and meta‐analysis. Journal of Research in Reading, 42(2), 288-325. https://doi.org/10.1111/1467-9817.12269