國立虎尾科技大學 |

Adolescents' Out-of-School Digital Reading Practices.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Adolescents' Out-of-School Digital Reading Practices./
作者:	Zucker, Lauren.
面頁冊數:	1 online resource (172 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
標題:	Language arts. -
電子資源:	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.
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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.
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