The use of digital devices for schoolwork at home and reading achievement: Multilevel analyses of the PIRLS 2016 U.S. results

• Published in: International journal of educational research 2024, Vol.127, p.102418, Article 102418
• Main Authors: Min, Jeeyoung, Seo, Young S.
• Format: Article
• Language: English
• Subjects: Gender differences; Multilevel analysis; Reading achievement; Reading performance groups; Tablet/computer use
• ISSN: 0883-0355
• DOI: 10.1016/j.ijer.2024.102418

•We conducted multilevel analyses of large-scale assessment data for primary students.•Daily/weekly at-home device use for schoolwork related to lower reading achievement.•The relationships between device use and achievement differed between genders.•The connections between device use and achievement varied across reading levels. This study explored the relationship between tablet/computer use for at-home schoolwork and reading achievement using 2016 U.S. data from the Progress in International Reading Literacy Study. Multilevel analysis revealed that weekly and daily users had lower reading achievement than non-users, with gender moderating these associations. Subgroup analyses demonstrated that monthly users in the advanced-performing group had higher reading achievement than non-users, while daily users in the high-performing group had lower reading achievement. We suggest personalized support for primary school students, tailored to their reading proficiency, to improve their device use for at-home schoolwork and enhance their reading abilities. This research advances our understanding of the intricate relationship between digital device use and reading achievement, providing insights for educational stakeholders.