Teaching Reading Comprehension in a Digital World

Evidence-Based Contributions Using PIRLS and Digital Texts
2025
ISBN: 978-3-031-75120-2
Verlag: Springer Nature Switzerland

Buch, Englisch, Band 2, 138 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 242 g

Reihe: IEA Research for Educators

This open access book helps teachers include the reading of digital texts in their curriculum. Using ePIRLS, it informs teachers about digital reading and evidence-based teaching principles for digital reading. This publication raises awareness about digital inclusion within schools and how this affects students’ opportunities to learn.

This volume describes recent scientific insights regarding digital reading and emphasizes the importance of digital inclusion within schools. Evidence-based didactic guidelines for digital reading are described to help teachers learn more about supporting their students in reading digital texts. Using an ePIRLS text, it discusses the challenges students encounter in reading digital texts and concretizes the didactic suggestions. Additionally, good practices from PIRLS countries regarding digital reading are highlighted, which can be an inspiration to teachers across the world.

Zielgruppe

Research

Autoren/Hrsg.

Bruggink, Marian

Segers, Eliane

Swart, Nicole

Lee, Annelies van der

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Foreword.- Preface.- Acknowledgment.- Chapter 1 Theories of Digital Reading.- Chapter 2 Evidence-Based Didactic Principles for Digital Reading.- Chapter 3 Exploring Digital Reading Using ePIRLS.- Chapter 4 Good Practices for Teaching Reading Comprehension with Digital Text from Three PIRLS Countries.- The Full Storyboard for the ePIRLS Oceans Text.

Über Autor(innen)

Marian Bruggink has a master’s degree in education and also has experience as a primary school teacher. She has worked at the Dutch Center for Language Education since 2001. She started there in the PIRLS project and has since then contributed to various language and reading research projects. Based on scientific research, she develops educational guidelines and teaching materials for language education.

Nicole Swart started working at the Dutch Center for Language Education in 2017 after completing her PhD at the Radboud University in Nijmegen, the Netherlands on the role of vocabulary in reading comprehension in the upper primary grades. Since then, she has participated in various reading comprehension oriented research projects, including PIRLS.

Annelies van der Lee finished her master’s degree in Linguistics at Radboud University in Nijmegen, the Netherlands in 2018 and has been working at the Dutch Center for Language Education since then. She has contributed to various projects concerning second language acquisition and education, including a national pilot in bilingual primary education, and is also part of the PIRLS team.

Eliane Segers has a chair in Learning and Technology at Radboud University, the Netherlands. Between 2016 and 2022, she had a second chair (via the Reading Foundation) on Reading and Digital Media at the University of Twente, the Netherlands. She is scientific director of the Dutch Center for Language Education, and has conducted several research projects regarding digital reading, and is the senior researcher in the current Dutch PIRLS project.