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The increased availability of technology in Western culture has resulted in an increased use of technology among adolescents in both academic and personal settings. In the U.S., adolescents use technology to communicate, access information, create and distribute products on a daily basis. More importantly, this increase in technology has resulted in many more reasons and opportunities to read. It is unclear, however if increased reading in these new digital modes are related to increased scores on traditional academic assessments. This study used an archival data set to investigate relationships that existed among self-reported reading frequencies in different modes and contexts and scores on a high-stakes assessment for students in an urban, high-needs district in the Northeast (N = 232). The relationship of frequencies of reading in four settings; Academic Print, Academic Digital, Recreation Print and Recreation Digital, to student scores on high-stakes, eighth grade ELA assessment was investigated using hierarchical regression analyses. In addition, alternate methods of quantifying survey responses were studied. The study found that student frequency of reading in Recreation Print and Recreation Digital modes were predictive of high-stakes ELA scores; however, frequency of reading in the modes and settings of Academic Print and Academic Digital were not predictive. Gender differences were found; two different predictive models were required when looking at the predictive value of reading frequencies on ELA outcomes males and females. Suggestions are given for developing or adapting alternative survey values in order to analyze archival data. In addition, further research into the nature of engagement in different modes of reading and consideration for individual differences in reading, specifically by gender is discussed. Suggestions also address the need for research on digital modes of reading and academic outcomes as the availability of digital material increases. |
