ERIC Number: EJ1350939
Record Type: Journal
Publication Date: 2022-Dec
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0735-6331
EISSN: EISSN-1541-4140
Identifying Key Contextual Factors of Digital Reading Literacy through a Machine Learning Approach
Chen, Fu; Sakyi, Alfred; Cui, Ying
Journal of Educational Computing Research, v60 n7 p1763-1795 Dec 2022
Few of previous reading studies "comprehensively" examined the contributing factors of students' digital reading literacy. To fill this gap, based upon the ecological perspective, this study aims to investigate which factors from the student, home, and school context are more important in discriminating high-performing digital readers from non-high-performing digital readers. The data of the Progress in International Reading Literacy Study 2016 with 74,692 Grade 4 students from 14 countries and economies was analyzed using the machine learning approach of support vector machine with recursive feature elimination. Results showed that except print reading levels, students' reading self-efficacy, home resources for learning, talking about what have read in class, and the number of books in the home are the most influential contextual factors contributing to the high performance of digital readers. The selected 20 key contextual factors render a high prediction power for discriminating digital readers. Our findings show that, in general, home-related factors have overarching influences on children's digital reading development; at the school level, instruction-related features are more influential than school characteristics.
Descriptors: Reading Skills, Literacy, Electronic Publishing, Printed Materials, Achievement Tests, Foreign Countries, Grade 4, International Assessment, Reading Achievement, Reading Tests, Self Efficacy, Family Environment, Context Effect
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden; Taiwan; United States; United Arab Emirates; Canada; Denmark; Georgia Republic; Ireland; Israel; Italy; Norway; Portugal; Singapore; Slovenia
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study
Grant or Contract Numbers: N/A