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How We Read NowStrategic Choices for Print, Screen, and Audio$
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Naomi S. Baron

Print publication date: 2021

Print ISBN-13: 9780190084097

Published to Oxford Scholarship Online: March 2021

DOI: 10.1093/oso/9780190084097.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 19 June 2021

What Research Tells Us: Single Texts

What Research Tells Us: Single Texts

Chapter:
(p.65) Chapter 4 What Research Tells Us: Single Texts
Source:
How We Read Now
Author(s):

Naomi S. Baron

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190084097.003.0005

Chapter 4 delves into research comparing reading single printed texts versus digital versions. The beginning section considers what we know about using digital books with young children for different purposes: social interaction, linguistic or cognitive development, or engagement. Most of the chapter focuses on research with school-age readers. The discussion is organized around four issues. First, what kind of measures were used? Variables include user perception studies versus experiments, type of experimental questions, and speed. Second, does the length or genre of the text affect results? Third, what is the role of technology, including digital paging versus scrolling, along with adaptive text display? And fourth, how much are experimental results explained by the mindset (metacognition) we bring to reading in print versus digitally? Among the considerations are students’ ability to correctly predict success when reading in the two media (calibration) and motivation for reading.

Keywords:   calibration, genre, length, metacognition, mindset, perception, school-age readers, shallowing hypothesis, single texts, young children

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