Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension

Duncan, Lynne G.; McGeown, Sarah P.; Griffiths, Yvonne M.; Stothard, Susan E.; Dobai, Anna

doi:10.1111/bjop.12134

Cited by 105Reading and Literacy DevelopmentLiteracy and Educational PracticesSecond Language Acquisition and Learning

Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension

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Duncan, Lynne G., McGeown, Sarah P., Griffiths, Yvonne M., Stothard, Susan E., Dobai, Anna·2016·British Journal of Psychology

DOI 10.1111/bjop.12134

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Abstract

This study investigates the concurrent predictors of adolescent reading comprehension (literal, inferential) for fiction and non-fiction texts. Predictors were examined from the cognitive (word identification, reading fluency), psychological (gender), and ecological (print exposure) domains. Print exposure to traditional and digital texts was surveyed using a diary method of reading habits. A cross-sectional sample of 312 students in early (11-13 years) or middle adolescence (14-15 years) participated from a range of SES backgrounds. Word identification emerged as a strong predictor of reading comprehension across adolescence and text genres. Gender effects favouring female students were evident for reading frequency but not for reading skill itself. Reading habits also differed, and comprehension advantages were observed among females for fiction and males for non-fiction. Age effects emerged for reading frequency, which was lower in middle adolescence. Although more time was spent on digital than on traditional texts, traditional extended text reading was the only reading habit to predict inference-making in comprehension and to distinguish skilled from less skilled comprehenders. The theoretical and educational implications of these results are discussed.

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Authors: Duncan, L. G., McGeown, S. P., Griffiths, Y. M., Stothard, S. E., & Dobai, A.
Affiliations: University of Dundee (GB)
University of Edinburgh (GB)
University College London (GB)
Durham University (GB)
Corresponding author: Duncan, Lynne G.
ORCID: Duncan, Lynne G.
McGeown, Sarah P.
Griffiths, Yvonne M.
Dobai, Anna
Venue: British Journal of Psychology
Publisher: Wiley
Published: 2015-06-12
Volume: 107
Issue: 2
Pages: 209-238
ISSN: 0007-1269 (ISSN-L)
2044-8295
DOI: 10.1111/bjop.12134
OpenAlex: W1939125392
Cited by: 105
References: 76
Citations by year: 2026: 8 · 2025: 12 · 2024: 15 · 2023: 13 · 2022: 10 · 2021: 15 · 2020: 12 · 2019: 5 · 2018: 7 · 2017: 6 · 2016: 2
FWCI: 12.64
Type: journal article
Language: en
Open access: green
discovery.dundee.ac.uk
Licence: other-oa
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: British Journal of Psychology (publishedVersion)
PubMed (publishedVersion)
Discovery Research Portal (University of Dundee) (publishedVersion, other-oa)
Durham Research Online (Durham University) (acceptedVersion)
Durham Research Online (Durham University) (acceptedVersion, other-oa)
Durham Research Online (Durham University) (submittedVersion, cc-by)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Education › Literacy and Educational Practices
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Keywords: digital literacy, traditional literacy, word recognition, reading fluency, reading habits, print exposure, gender differences in reading, inferential reasoning, reading frequency, age differences in reading
MeSH terms: Adolescent, Age Factors, Aptitude, Books, Child, Cross-Sectional Studies, Female, Humans, Male, Reading, Sex Factors, Students, Comprehension

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Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension

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