What Research Has Revealed About Readers’ Struggles With Comprehension in the Digital Age
Moving Beyond the Phonics Versus Whole Language Debate
Bibliographic Data
| ID | 10722339 |
|---|---|
| Authors | Patricia A Alexander (0000-0001-7060-2582, University of Maryland College Park USA, corresponding author) |
| Year | 2020 |
| Volume | 55 |
| Issue | S1 |
| Publication date | 2020-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Reading Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/rrq.331 |
| OpenAlex | W3082605236 |
| Language | EN |
| Citations received | 11 |
| References cited | 46 |
The purpose of this article is to look anew at the concepts of reading, reading development, and reading research as they exist beyond the boundaries of the “science of reading” controversy. The context for this reconceptualization is reading in the digital age and the challenges that today’s readers confront daily. Those challenges include information saturation, the proliferation of misleading and malicious online content, the struggle to use valid evidence to support claims, and the tendency to treat complex issues in an overly simplistic fashion. How these concerns pertain to the ongoing “science of reading” debate is also considered. The author concludes with an overview of three recommendations for addressing the challenges faced by readers in this digital age. If they are to be realized, these recommendations require the consolidated effort of reading researchers, reading educators, school leaders, parents, policymakers, and students themselves
Comprehension · Context (archaeology) · Pedagogy · Phonics · Political science · Reading (process) · Reading comprehension · Sociology · Whole language · Child Development and Digital Technology · Computer Science · Digital literacy in education · Educational Strategies and Epistemologies · History · Law · Psychology
The influence of age at first regular digital device access on digital reading performance
Assessment, accountability, and access
Beyond cognition
Leveraging What Students Know to Make Sense of Texts
A Framework for a Culturally Sustaining “Science of Reading”
The Science of Reading
An Anatomy of the SoR
Preserving Integrative and Humanizing Literacies
Effects of a classroom intervention on college students’ sourcing skills
What Matters Most? Toward a Robust and Socially Just Science of Reading
Why Sociocultural Context Matters in the Science of Reading and the Reading of Science
Interest and effort in education.
Examining the impact of off-task multi-tasking with technology on real-time classroom learning
Speed-accuracy tradeoff and information processing dynamics
Linguistic Features of Writing Quality
Interest, Reading, and Learning
Beyond Cognition
Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments
Can we teach digital natives digital literacy?
Disciplinary Literacies and Learning to Read for Understanding
Reading Across Mediums
Assessing children's reading comprehension on paper and screen
Understanding Dispositions Toward Reading on the Internet
Reading on the Internet
Investigating Criteria That Seventh Graders Use to Evaluate the Quality of Online Information
Trends in U.S. Adolescents’ media use, 1976–2016
Digital Natives, Digital Immigrants Part 1
IGen
Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy
Prompting Rural Students’ Use of Background Knowledge and Experience to Support Comprehension of Unfamiliar Content
How Well Can Students Evaluate Online Science Information? Contributions of Prior Knowledge, Gender, Socioeconomic Status, and Offline Reading Ability
The New Literacies of Online Research and Comprehension
Quality Talk
Literacy and Identity
Developing a Sociocritical Literacy in the Third Space
| Unique citing works | 11 |
|---|---|
| Citations per year | 1.83 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |