Keywords
reading
competence
multimodality
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Copyright (c) 2020 Maik Philipp
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
Reading becomes increasingly a digital activity, which additionally is based on multiple, partly multimodal documents. An appropriate reading instruction must take these current changes into account, since digital reading gives rise to new challenges for readers. This is the reason for this quantitative reanalysis of 24 intervention studies, which were selected after a thorough application of criteria. Almost half of the studies used digital media, while the other half did not. The guiding research question was, whether there were any differences between these groups regarding a) informational processes, b) general instructional features and c) document types being used. For this purpose, 46 variables were coded and compared. The number of statistically significant differences was modest (six instances) and only evident within strategy instruction with human instructors and collaborators on the one side and the quantity and partly the quality of documents on the other side.
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