| dc.description.abstract | Denne masteravhandlingen undersøker hva et utvalg forskningsartikler sier om 1.klassingers leseforståelse i møte med multimodale og lineære tekster på skjerm sammenlignet med papir. Det forutsettes at elevene leser selv eller lytter til opplest tekst. Avhandlingen definerer leseforståelse som produkt av ordavkoding og lytteforståelse. Denne definisjonen forutsetter at lytteforståelse og språkforståelse anses som synonymer (Gough & Tunmer, 1986). Det forutsettes også at ved opplest tekst, er lytteforståelsen likestilt med leseforståelse og krever samme ferdigheter. I tillegg benyttes en sosiokulturell tilnærming (Vygotsky, 1978) for å sette søkelys på kontekstens betydning for oppnådd leseforståelse.
Formålet er å undersøke hvilke faktorer som kan påvirke leseforståelsen når tekster leses på skjerm sammenlignet med papir, og å vurdere hvilke følger dette kan ha for leseopplæringen. Forskning viser at elever har dårligere leseforståelse når de leser tekster på skjerm sammenlignet med papir, men denne forskningen er basert på eldre elever (Clinton, 2019; Delgado et al., 2018; Kong et al., 2018). Her vises til flere årsaker, blant annet shallowing hypothesis og kognitiv kapasitet. Dette fungerer som studiens teoretiske rammeverk, sammen med teori om leseforståelse, teori om ulike type tekster, og Mayers teori om multimedialæring.
Masteravhandlingen er en litteraturstudie med funn fra fire utvalgte vitenskapelige artikler som sammenfattes med en tematisk analyse. Artiklene er innhentet ved hjelp av litteratursøk, basert på en systematisk tilnærming, med søk i relevante databaser, med gyldige emneord og forhåndsdefinerte kriterier for inklusjon og eksklusjon.
Hovedfunnene viser: 1. Tilleggsfunksjoner (hotspots, ordbok, animasjon) og interagering (scrolling, navigering) med den digitale enheten er faktorer som kan bli forstyrrende elementer som fører til kognitiv overbelastning og dermed dårlig leseforståelse. 2. Det er et potensial for at digitale tekster kan gi god leseforståelse. 3. Funnene sannsynliggjør at svake lesere strever mer med å oppnå god leseforståelse i digitale tekster. Dette kan bety at disse elevene med fordel bør lese tekster på papir når målet er lesemotivasjon. 4. Voksenrollen, som støttende stillas, er viktig uavhengig av lesemedium. Dette fordrer god kommunikasjon mellom skole og hjem med tanke på digitale lekser.
Masteravhandlingen påpeker viktigheten av en forskningsbasert praksis som bygger på kunnskap om hvilke faktorer som spiller inn når elever leser tekster på skjerm, og som klarer å balansere bruken av ulike typer tekster med hensyn til formål. | |
| dc.description.abstract | This master's thesis examines what a selection of research articles says about the reading comprehension of first graders when encountering multimodal and linear texts on a screen compared to paper. It is assumed that students read themselves or listen to the text being read aloud. The thesis defines reading comprehension as the product of word decoding and listening comprehension. This definition assumes that listening comprehension and language understanding are considered synonymous (Gough & Tunmer, 1986). It is also assumed that in the case of read-aloud text, listening comprehension is equivalent to reading comprehension and requires the same skills. Additionally, a socio-cultural approach (Vygotsky, 1978) is used to highlight the importance of context for achieved reading comprehension.
The purpose is to investigate which factors may affect reading comprehension when texts are read on a screen compared to paper, and to assess the potential implications for reading instruction. Research indicates that students have poorer reading comprehension when reading texts on a screen compared to paper, but this research is based on older students (Clinton, 2019; Delgado et al., 2018; Kong et al., 2018). Several reasons are cited, including the shallowing hypothesis and cognitive capacity. This serves as the theoretical framework for the study, along with theories of reading comprehension, theories of different types of texts, and Mayer's theory of multimedia learning.
The master's thesis is a literature review with findings from four selected scientific articles summarized through a thematic analysis. The articles were obtained through literature searches based on a systematic approach, searching in relevant databases, with valid keywords, and predefined criteria for inclusion and exclusion.
This master's thesis examines what a selection of research articles says about the reading comprehension of first graders when encountering multimodal and linear texts on a screen compared to paper. It is assumed that students read themselves or listen to the text being read aloud. The thesis defines reading comprehension as the product of word decoding and listening comprehension. This definition assumes that listening comprehension and language understanding are considered synonymous (Gough & Tunmer, 1986). It is also assumed that in the case of read-aloud text, listening comprehension is equivalent to reading comprehension and requires the same skills. Additionally, a socio-cultural approach (Vygotsky, 1978) is used to highlight the importance of context for achieved reading comprehension.
The purpose is to investigate which factors may affect reading comprehension when texts are read on a screen compared to paper, and to assess the potential implications for reading instruction. Research indicates that students have poorer reading comprehension when reading texts on a screen compared to paper, but this research is based on older students (Clinton, 2019; Delgado et al., 2018; Kong et al., 2018). Several reasons are cited, including the shallowing hypothesis and cognitive capacity. This serves as the theoretical framework for the study, along with theories of reading comprehension, theories of different types of texts, and Mayer's theory of multimedia learning.
The master's thesis is a literature review with findings from four selected scientific articles summarized through a thematic analysis. The articles were obtained through literature searches based on a systematic approach, searching in relevant databases, with valid keywords, and predefined criteria for inclusion and exclusion.
The main findings are as follows: 1. Additional features (hotspots, dictionary, animation) and interaction (scrolling, navigation) with the digital device are factors that can be disruptive elements leading to cognitive overload and thus poor reading comprehension. 2. There is potential for digital texts to provide good reading comprehension. 3. Weak readers may struggle more to achieve good reading comprehension in digital texts. This may imply that these students would benefit from reading texts on paper when the goal is reading motivation. 4. The adult role, as a supportive scaffold, is important regardless of the medium. This requires good communication between school and home regarding digital homework. The master's thesis emphasizes the importance of evidence-based practices that build on an understanding of the factors at play when students read texts on a screen and that can balance the use of different types of texts with respect to purpose. | |
