國立虎尾科技大學 |

Adolescents' Out-of-School Digital Reading Practices.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Adolescents' Out-of-School Digital Reading Practices./
Author:	Zucker, Lauren.
Description:	1 online resource (172 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Subject:	Language arts. -
Online resource:	click for full text (PQDT)
ISBN:	9780355572971

Adolescents' Out-of-School Digital Reading Practices.
Zucker, Lauren.

Adolescents' Out-of-School Digital Reading Practices. - 1 online resource (172 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ph.D.)--Fordham University, 2018.

Includes bibliographical references

Adolescents spend a significant portion of the day on digital devices, yet we know very little about their out-of-school reading practices. While screen recording technology allows researchers to record and view videos of digital reading, the majority of studies exploring digital reading limit participants' reading to researcher-selected texts and tasks. The present study used screen recordings of digital reading and stimulated-recall interviews to explore adolescents' digital reading practices. Participants (N = 8) from a large, suburban high school recorded themselves reading outside of school for their own purposes, participated in interviews, and took a revised Metacognitive Awareness of Reading Strategies Inventory (MARSI). Data were analyzed both inductively for emergent themes, and deductively, through Turner and Hicks' (2015) connected reading model. Findings revealed that teens engaged in all of the practices of connected reading, though some of their practices were more developed than others. Video clips of participants' connected reading practices can be accessed in a digital compendium at http://www.laurenzucker.org/research. The emergent theme of self-regulated learning indicated that teens frequently regulated their learning across personal, behavioral, and environmental processes. Results are discussed with respect to implications for both teaching and research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355572971Subjects--Topical Terms:

556677
Language arts.
Index Terms--Genre/Form:

554714
Electronic books.

Adolescents' Out-of-School Digital Reading Practices.
LDR:02577ntm a2200349K 4500 001 914330
005 20180703102253.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355572971
035 $a (MiAaPQ)AAI10642701
035 $a (MiAaPQ)fordham:11087
035 $a AAI10642701
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Zucker, Lauren. $3 1187549
245 1 0 $a Adolescents' Out-of-School Digital Reading Practices.
264 0 $c 2018
300 $a 1 online resource (172 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
500 $a Adviser: Kristen H. Turner.
502 $a Thesis (Ph.D.)--Fordham University, 2018.
504 $a Includes bibliographical references
520 $a Adolescents spend a significant portion of the day on digital devices, yet we know very little about their out-of-school reading practices. While screen recording technology allows researchers to record and view videos of digital reading, the majority of studies exploring digital reading limit participants' reading to researcher-selected texts and tasks. The present study used screen recordings of digital reading and stimulated-recall interviews to explore adolescents' digital reading practices. Participants (N = 8) from a large, suburban high school recorded themselves reading outside of school for their own purposes, participated in interviews, and took a revised Metacognitive Awareness of Reading Strategies Inventory (MARSI). Data were analyzed both inductively for emergent themes, and deductively, through Turner and Hicks' (2015) connected reading model. Findings revealed that teens engaged in all of the practices of connected reading, though some of their practices were more developed than others. Video clips of participants' connected reading practices can be accessed in a digital compendium at http://www.laurenzucker.org/research. The emergent theme of self-regulated learning indicated that teens frequently regulated their learning across personal, behavioral, and environmental processes. Results are discussed with respect to implications for both teaching and research.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Language arts. $3 556677
650 4 $a Secondary education. $3 1179560
650 4 $a Educational technology. $3 556755
650 4 $a Reading instruction. $3 1148440
655 7 $a Electronic books. $2 local $3 554714
690 $a 0279
690 $a 0533
690 $a 0710
690 $a 0535
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Fordham University. $b Contemporary Learning and Interdisciplinary Research (CLAIR). $3 1187550
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10642701 $z click for full text (PQDT)