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Sean McHugh

Our new research shows that reading both in print and on screens benefits children's literacy | National Literacy Trust - 0 views

literacytrust.org.uk/...al-reading-axe-the-reading-tax

addiction technology tech screen time screentime research Parenting EReaders

shared by Sean McHugh on 16 Dec 20 - No Cached
  • Our new research into digital reading has found that young people who are the most engaged with reading are more likely to read both on paper and on screen than their peers who have low engagement with reading
  • Pupils eligible for free school meals and boys with the lowest levels of reading engagement are two of the groups most likely to benefit from using digital formats
  • young people who read above the level expected for their age read fiction both in print and on screen
  • ...1 more annotation...
  • Digital reading is becoming an increasingly important part of children’s literacy lives. It gives children new and exciting ways to access a wide range of reading materials and is particularly effective at getting disengaged groups of children excited about reading
Sean McHugh

Being a Better Online Reader | The New Yorker - 0 views

www.newyorker.com/...being-a-better-online-reader

addiction technology tech screen time screentime research Parenting EReaders

shared by Sean McHugh on 16 Dec 20 - No Cached
  • there’s still no longitudinal data about digital reading. As she put it, “We’re in a place of apprehension rather than comprehension.” And it’s quite possible that the apprehension is misplaced: perhaps digital reading isn’t worse so much as different than print reading
  • they also need different sorts of training to excel at each medium. The online world, she argues, may require students to exercise much greater self-control than a physical book. “In reading on paper, you may have to monitor yourself once, to actually pick up the book,” she says. “On the Internet, that monitoring and self-regulation cycle happens again and again.
  • Maybe the decline of deep reading isn’t due to reading skill atrophy but to the need to develop a very different sort of skill, that of teaching yourself to focus your attention
  • ...6 more annotations...
  • The digital deficit, they suggest, isn’t a result of the medium as such but rather of a failure of self-knowledge and self-control: we don’t realize that digital comprehension may take just as much time as reading a book
  • It wasn’t the screen that disrupted the fuller synthesis of deep reading; it was the allure of multitasking on the Internet and a failure to properly mitigate its impact
  • some data suggest that, in certain environments and on certain types of tasks, we can read equally well in any format
  • We need to be aware of the effects of deeper digital immersion, Wolf says, but we should be equally cautious when we draw causal arrows or place blame without adequate longitudinal research
  • Deep-reading skills, Wolf points out, may not be emphasized in schools that conform to the Common Core, for instance, and need to meet certain test-taking reading targets that emphasize gist at the expense of depth. “Physical, tangible books give children a lot of time,” she says. “And the digital milieu speeds everything up. So we need to do things much more slowly and gradually than we are.” Not only should digital reading be introduced more slowly into the curriculum; it also should be integrated with the more immersive reading skills that deeper comprehension requires.
  • Wolf is optimistic that we can learn to navigate online reading just as deeply as we once did print—if we go about it with the necessary thoughtfulness.
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