Printed and Digital Texts: A Study of how English Informational Texts in Printed and Digital Media Affect Swedish Fifth Graders’ Reading Comprehension and Strategies
Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Today we can access written information online, regardless of our location; all we need is a cell phone with internet access. The aim of this study focuses on how Swedish fifth graders reading comprehension and strategies are affected when reading English informational texts from digital and printed sources. The methods used for giving as reliable answers as possible to the research questions and aim have been comprehension and pre-knowledge vocabulary tests, questionnaires and interviews, with both the participating pupils and teachers. The participants consisted of four fifth grade classes located in the city of Luleå. In line with some of the previous research regarding the same topic, this study concludes that there are some differences in comprehension when reading from a printed or a paperbound source. The results also reflect the pupils’ and teachers’ own perception regarding which material is more preferable to read and use. Pupils and teachers perceive the sources very differently. The pupils preferred to work with digital learning tools, while the teachers stressed the benefits of using paperbound materials when teaching in the English subject.
Place, publisher, year, edition, pages
2015. , 76 p.
Humaniora, Teologi, Reading comprehension, Reading strategies, Digital material, Printed material, English as a second language, Vocabulary
IdentifiersURN: urn:nbn:se:ltu:diva-48217Local ID: 5b11dcb7-1d69-4887-904f-d013b2a4362bOAI: oai:DiVA.org:ltu-48217DiVA: diva2:1021557
Subject / course
Student thesis, at least 30 credits
Education, master's level
Lidström Brock, Malin
Validerat; 20150609 (global_studentproject_submitter)2016-10-042016-10-04Bibliographically approved