How Teachers Can Rediscover the Joy of Recreational Reading
Paper books linked to stronger readers in an international study
In Print or Onscreen? Making The Most of Reading With Young Children
Digital Text is Changing How Kids Read—Just Not in the Way That You Think
A Textbook Dilemma: Digital or Paper?
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FM","link":"/"}},"mindshift_62149":{"type":"posts","id":"mindshift_62149","meta":{"index":"posts_1591205157","site":"mindshift","id":"62149","score":null,"sort":[1691381654000]},"guestAuthors":[],"slug":"how-teachers-can-rediscover-the-joy-of-recreational-reading","title":"How Teachers Can Rediscover the Joy of Recreational Reading","publishDate":1691381654,"format":"standard","headTitle":"How Teachers Can Rediscover the Joy of Recreational Reading | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Educators, particularly English Language Arts teachers and librarians, play a critical role in cultivating students’ love for reading. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/1999-10269-001\">\u003cspan style=\"font-weight: 400\">Studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have shown that teachers who are passionate readers bring valuable \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ955057\">\u003cspan style=\"font-weight: 400\">literacy practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the classroom. However, in their efforts to improve students’ reading abilities, it is important not to overlook the reading habits and needs of educators themselves. Even though most teachers understand the importance of reading for fun, \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/19388070802443700\">\u003cspan style=\"font-weight: 400\">a study looking at teachers’ reading practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that nearly half of teachers do not read for pleasure regularly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to do things after work to pour into your spirit, and reading may not be at the top of that list,” said literacy educator \u003c/span>\u003ca href=\"https://twitter.com/Lit_Bark\">\u003cspan style=\"font-weight: 400\">Lois Marshall Barker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who has over 14 years of experience as a classroom teacher, instructional coach and professional development and curriculum specialist. Despite a \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-8.html\">\u003cspan style=\"font-weight: 400\">recent RAND survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> indicating that teachers’ stress levels have returned to pre-pandemic levels, 23% of teachers said they intended to leave their jobs, with stress being one of the top reasons. Research shows reading can relieve \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED496343.pdf\">\u003cspan style=\"font-weight: 400\">stress and help people develop overall empathy skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And a well-developed school culture around reading can help teachers access these benefits and avoid burnout, according to Barker. \u003c/span>\u003cspan style=\"font-weight: 400\">At \u003ca href=\"https://gathering.theeducatorcollaborative.com/\">The Educator Collaborative’s biannual Gathering\u003c/a> last spring, she outlined ways teachers can carve out space to nurture their reading habits.\u003c/span>\u003c/p>\n\u003ch2>Examine your reading journey\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every reader has a relationship to reading that has changed over time. Barker calls this a reading journey. By reflecting on the events that have shaped their journey, teachers can gain insights into their own reading habits and preferences. She encouraged teachers to think about questions like, “When did you first encounter reading?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Equally important is examining the factors that might hinder teachers’ reading habits. By thinking about questions like, “What prevents you from reading?” teachers can identify potential obstacles, such as lack of time and competing priorities, that might impact their reading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, in many parts of the country, there has been an increase in efforts to ban or censor certain books, which has had a direct impact on teachers’ freedom to engage in open discussions about their reading choices. In a recent \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA134-16.html\">\u003cspan style=\"font-weight: 400\">survey by the RAND Corporation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one-quarter of teachers said that restrictions on how they talk about race and gender have influenced their choice of curriculum materials and discussion topics. A subset of the teachers surveyed — most of them language arts or elementary education teachers — described how the restrictions have made teaching “more stressful, fear inducing, and difficult.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Responses Barker collected from her coaching sessions and professional development debriefs with teachers are consistent with the survey data. A ninth grade teacher in Florida told her that teachers at her school used to have a robust reading culture with book swaps. However, the recent push to ban books has led to a sense of insecurity among teachers. “Now we don’t feel safe even talking about what we read. We are frustrated and so are the kids,” the teacher said to Barker. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To the extent that teachers feel safe, staying active in the conversations and legislation on book bans can help teachers feel more empowered and informed, said Barker: “Flood your politicians’ emails, phone lines, mailboxes, letting them know the harm that their actions and their words are having on students and our communities.” For teachers who are in riskier settings, she recommends finding or creating a community they can trust and avoiding sharing specifics on social media.\u003c/span>\u003c/p>\n\u003ch2>Be open about what reading is for you\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators, faced with busy schedules and numerous responsibilities, may opt for shorter reading options like magazines or online blogs. Barker acknowledged that teachers may feel shame about their personal reading choices because they see these texts as less rigorous. These feelings can ultimately deter them from reading altogether. “However, shorter reading selections can still contribute to personal growth and development,” Barker said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she encouraged teachers to embrace diverse reading formats and not be bound by traditional notions of what “counts as reading.” Whether through audiobooks, e-books, or reading on their smartphones, teachers have the freedom to explore different mediums that fit their lifestyles and time constraints. “Yes, we like a solid book,” Barker said, tapping the cover of a book for emphasis. “But it’s okay if we don’t always have the time.” She urged teachers not to think about what “counts as reading” because it can be limiting. By embracing alternative reading methods, teachers can still engage with literature and continue to expand their love for reading.\u003c/span>\u003c/p>\n\u003ch2>Keep a reading chart\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barker said it’s helpful for teachers to keep track of what they read. She shared an idea from an elementary school teacher in Nevada who suggested using a bulletin board with three reading lists: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Fun reads that showcase books teachers are reading purely for pleasure. This allows teachers to display their personal reading choices, which can spark conversations with colleagues and students about shared interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Growth reads that include books for professional development. Actively documenting these books helps teachers prioritize their ongoing learning and professional growth, and it serves as a reminder to dedicate time for self-improvement through reading.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Student-friendly books, that are suitable for the grades they teach. This list ensures that teachers continue to foster a better understanding of their students’ needs and interests. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating a board like this encourages teachers to read a variety of materials while being aware of the balance between their personal reading choices, professional development, and students’ needs.\u003c/span>\u003c/p>\n\u003ch2>Find a reading community that works for you\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barker suggested that teachers find a reading community where they can connect with other book lovers and get new reading recommendations. Teachers may find it beneficial to join a professional book club with colleagues or a personal book club outside of their school. Barker said that a book club does not necessarily require physical books. She’s seen successful audiobook clubs and blog book clubs. The key is to create a space where members can come together to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">\u003cspan style=\"font-weight: 400\">share their reading excitement and enthusiasm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who can’t make time to meet regularly, there are also online communities of readers on social platforms that make it possible to connect with educators and book enthusiasts across the country. For example, teachers \u003c/span>\u003ca href=\"https://twitter.com/JoelRGarza\">\u003cspan style=\"font-weight: 400\">Joel Garza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/Lyricalswordz\">\u003cspan style=\"font-weight: 400\">Scott Bayer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> started \u003ca href=\"https://twitter.com/hashtag/THEBOOKCHAT?src=hashtag_click\">#THEBOOKCHAT\u003c/a> on Twitter as a space to recommend books, host discussions and facilitate conversations with authors.\u003c/span>\u003c/p>\n\u003ch2>Initiate conversations with school leaders\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can advocate for a more reading-friendly culture within their schools by engaging with school leaders. For example, teachers may advocate for the creation of a reading community at work. This might involve exploring ways to make school meetings shorter or even replacing some meetings with email communication, said Barker. Additionally, teachers can propose that professional development sessions include dedicated time for reading and discussions about books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also ask for teacher-centric spaces around the school. Barker recommended establishing a “book nook” in the teachers’ lounge, providing a cozy and inviting environment where teachers can relax and read before and after school and during their lunch period. She urged school leaders to “transform the day to day so you can create space for teachers to become readers and talk about reading.” Their efforts can demonstrate the school’s commitment to teacher wellbeing and promote a community-wide love of books.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Editor’s note: A previous version of this article incorrectly named The Educator Collaborative. We regret the error.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Even though most teachers understand the importance of reading for pleasure, many find it difficult to make time for their own reading.","status":"publish","parent":0,"modified":1713534254,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1306},"headData":{"title":"How Teachers Can Rediscover the Joy of Recreational Reading | KQED","description":"Even though most teachers understand the importance of reading for pleasure, many find it difficult to make time for their own reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Even though most teachers understand the importance of reading for pleasure, many find it difficult to make time for their own reading.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Teachers Can Rediscover the Joy of Recreational Reading","datePublished":"2023-08-07T04:14:14.000Z","dateModified":"2024-04-19T13:44:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62149/how-teachers-can-rediscover-the-joy-of-recreational-reading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Educators, particularly English Language Arts teachers and librarians, play a critical role in cultivating students’ love for reading. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/1999-10269-001\">\u003cspan style=\"font-weight: 400\">Studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have shown that teachers who are passionate readers bring valuable \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ955057\">\u003cspan style=\"font-weight: 400\">literacy practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the classroom. However, in their efforts to improve students’ reading abilities, it is important not to overlook the reading habits and needs of educators themselves. Even though most teachers understand the importance of reading for fun, \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/19388070802443700\">\u003cspan style=\"font-weight: 400\">a study looking at teachers’ reading practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that nearly half of teachers do not read for pleasure regularly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to do things after work to pour into your spirit, and reading may not be at the top of that list,” said literacy educator \u003c/span>\u003ca href=\"https://twitter.com/Lit_Bark\">\u003cspan style=\"font-weight: 400\">Lois Marshall Barker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who has over 14 years of experience as a classroom teacher, instructional coach and professional development and curriculum specialist. Despite a \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-8.html\">\u003cspan style=\"font-weight: 400\">recent RAND survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> indicating that teachers’ stress levels have returned to pre-pandemic levels, 23% of teachers said they intended to leave their jobs, with stress being one of the top reasons. Research shows reading can relieve \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED496343.pdf\">\u003cspan style=\"font-weight: 400\">stress and help people develop overall empathy skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And a well-developed school culture around reading can help teachers access these benefits and avoid burnout, according to Barker. \u003c/span>\u003cspan style=\"font-weight: 400\">At \u003ca href=\"https://gathering.theeducatorcollaborative.com/\">The Educator Collaborative’s biannual Gathering\u003c/a> last spring, she outlined ways teachers can carve out space to nurture their reading habits.\u003c/span>\u003c/p>\n\u003ch2>Examine your reading journey\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every reader has a relationship to reading that has changed over time. Barker calls this a reading journey. By reflecting on the events that have shaped their journey, teachers can gain insights into their own reading habits and preferences. She encouraged teachers to think about questions like, “When did you first encounter reading?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Equally important is examining the factors that might hinder teachers’ reading habits. By thinking about questions like, “What prevents you from reading?” teachers can identify potential obstacles, such as lack of time and competing priorities, that might impact their reading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, in many parts of the country, there has been an increase in efforts to ban or censor certain books, which has had a direct impact on teachers’ freedom to engage in open discussions about their reading choices. In a recent \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA134-16.html\">\u003cspan style=\"font-weight: 400\">survey by the RAND Corporation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one-quarter of teachers said that restrictions on how they talk about race and gender have influenced their choice of curriculum materials and discussion topics. A subset of the teachers surveyed — most of them language arts or elementary education teachers — described how the restrictions have made teaching “more stressful, fear inducing, and difficult.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Responses Barker collected from her coaching sessions and professional development debriefs with teachers are consistent with the survey data. A ninth grade teacher in Florida told her that teachers at her school used to have a robust reading culture with book swaps. However, the recent push to ban books has led to a sense of insecurity among teachers. “Now we don’t feel safe even talking about what we read. We are frustrated and so are the kids,” the teacher said to Barker. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To the extent that teachers feel safe, staying active in the conversations and legislation on book bans can help teachers feel more empowered and informed, said Barker: “Flood your politicians’ emails, phone lines, mailboxes, letting them know the harm that their actions and their words are having on students and our communities.” For teachers who are in riskier settings, she recommends finding or creating a community they can trust and avoiding sharing specifics on social media.\u003c/span>\u003c/p>\n\u003ch2>Be open about what reading is for you\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators, faced with busy schedules and numerous responsibilities, may opt for shorter reading options like magazines or online blogs. Barker acknowledged that teachers may feel shame about their personal reading choices because they see these texts as less rigorous. These feelings can ultimately deter them from reading altogether. “However, shorter reading selections can still contribute to personal growth and development,” Barker said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she encouraged teachers to embrace diverse reading formats and not be bound by traditional notions of what “counts as reading.” Whether through audiobooks, e-books, or reading on their smartphones, teachers have the freedom to explore different mediums that fit their lifestyles and time constraints. “Yes, we like a solid book,” Barker said, tapping the cover of a book for emphasis. “But it’s okay if we don’t always have the time.” She urged teachers not to think about what “counts as reading” because it can be limiting. By embracing alternative reading methods, teachers can still engage with literature and continue to expand their love for reading.\u003c/span>\u003c/p>\n\u003ch2>Keep a reading chart\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barker said it’s helpful for teachers to keep track of what they read. She shared an idea from an elementary school teacher in Nevada who suggested using a bulletin board with three reading lists: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Fun reads that showcase books teachers are reading purely for pleasure. This allows teachers to display their personal reading choices, which can spark conversations with colleagues and students about shared interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Growth reads that include books for professional development. Actively documenting these books helps teachers prioritize their ongoing learning and professional growth, and it serves as a reminder to dedicate time for self-improvement through reading.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Student-friendly books, that are suitable for the grades they teach. This list ensures that teachers continue to foster a better understanding of their students’ needs and interests. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating a board like this encourages teachers to read a variety of materials while being aware of the balance between their personal reading choices, professional development, and students’ needs.\u003c/span>\u003c/p>\n\u003ch2>Find a reading community that works for you\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barker suggested that teachers find a reading community where they can connect with other book lovers and get new reading recommendations. Teachers may find it beneficial to join a professional book club with colleagues or a personal book club outside of their school. Barker said that a book club does not necessarily require physical books. She’s seen successful audiobook clubs and blog book clubs. The key is to create a space where members can come together to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">\u003cspan style=\"font-weight: 400\">share their reading excitement and enthusiasm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who can’t make time to meet regularly, there are also online communities of readers on social platforms that make it possible to connect with educators and book enthusiasts across the country. For example, teachers \u003c/span>\u003ca href=\"https://twitter.com/JoelRGarza\">\u003cspan style=\"font-weight: 400\">Joel Garza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/Lyricalswordz\">\u003cspan style=\"font-weight: 400\">Scott Bayer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> started \u003ca href=\"https://twitter.com/hashtag/THEBOOKCHAT?src=hashtag_click\">#THEBOOKCHAT\u003c/a> on Twitter as a space to recommend books, host discussions and facilitate conversations with authors.\u003c/span>\u003c/p>\n\u003ch2>Initiate conversations with school leaders\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can advocate for a more reading-friendly culture within their schools by engaging with school leaders. For example, teachers may advocate for the creation of a reading community at work. This might involve exploring ways to make school meetings shorter or even replacing some meetings with email communication, said Barker. Additionally, teachers can propose that professional development sessions include dedicated time for reading and discussions about books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also ask for teacher-centric spaces around the school. Barker recommended establishing a “book nook” in the teachers’ lounge, providing a cozy and inviting environment where teachers can relax and read before and after school and during their lunch period. She urged school leaders to “transform the day to day so you can create space for teachers to become readers and talk about reading.” Their efforts can demonstrate the school’s commitment to teacher wellbeing and promote a community-wide love of books.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Editor’s note: A previous version of this article incorrectly named The Educator Collaborative. We regret the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62149/how-teachers-can-rediscover-the-joy-of-recreational-reading","authors":["11721"],"categories":["mindshift_21512","mindshift_194","mindshift_21280"],"tags":["mindshift_21129","mindshift_444","mindshift_21751","mindshift_21752","mindshift_550","mindshift_21750","mindshift_20925","mindshift_21398","mindshift_21605"],"featImg":"mindshift_62152","label":"mindshift"},"mindshift_59602":{"type":"posts","id":"mindshift_59602","meta":{"index":"posts_1591205157","site":"mindshift","id":"59602","score":null,"sort":[1658743205000]},"guestAuthors":[],"slug":"paper-books-linked-to-stronger-readers-in-an-international-study","title":"Paper books linked to stronger readers in an international study","publishDate":1658743205,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>There’s a lot to like about digital books. They’re lighter in the backpack and often cheaper than paper books. But a new international report suggests that physical books may be important to raising children who become strong readers.\u003c/p>\n\u003cp>An Organization for Economic Cooperation and Development (OECD) study across approximately 30 countries found that teens who said they most often read paper books scored considerably higher on a 2018 reading test taken by 15-year-olds compared to teens who said they rarely or never read books. Even among students of similar socioeconomic backgrounds, those who read books in a paper format scored a whopping 49 points higher on the Program for International Student Assessment, known as PISA. That’s equal to almost 2.5 years of learning. By comparison, students who tended to read books more often on digital devices scored only 15 points higher than students who rarely read – a difference of less than a year’s worth of learning.\u003c/p>\n\u003cp>In other words, all reading is good, but reading on paper is linked to vastly superior achievement outcomes.\u003c/p>\n\u003cp>It's impossible to say from this study whether paper books are the main reason why students become better readers. It could be that stronger readers prefer paper and they would be reading just as well if they were forced to read on screens. Dozens of previous studies have found a \u003ca href=\"https://hechingerreport.org/evidence-increases-for-reading-on-paper-instead-of-screens/\">comprehension advantage for reading on paper versus screens\u003c/a>. But these studies are usually conducted in a laboratory setting where people take comprehension tests immediately after reading a passage in different formats. This report is suggesting the possibility that there are longer term cumulative benefits for students who regularly read books in a paper format.\u003c/p>\n\u003cp>It’s noteworthy that the 2018 PISA reading test was a computer-based assessment in the vast majority of countries. Paper book readers are correctly answering more questions about what they have read on screens than digital readers!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Strong readers who had higher scores on the PISA reading test also read on screens at home, but they tended to use their devices to gather information, such as reading the news or browsing the internet for school work. When these strong readers wanted to read a book, they opted to read in paper format or balance their reading time between paper and digital devices.\u003c/p>\n\u003cp>Every three years, when 600,000 students around the world take the PISA test, they fill out surveys about their families and their reading habits. Researchers at the OECD compared these survey responses with test scores and noticed intriguing relationships between books in the home, a preference for reading on paper and reading achievement. The report, “\u003ca href=\"https://www.oecd-ilibrary.org/education/does-the-digital-world-open-up-an-increasing-divide-in-access-to-print-books_54f9d8f7-en\">Does the digital world open up an increasing divide in access to print books?\u003c/a>” was published on July 12, 2022.\u003c/p>\n\u003cp>In the United States, 31 percent of 15-year-olds said they never or rarely read books, compared with 35 percent worldwide. Meanwhile, 35 percent of American students said they primarily read paper books, almost matching the international average of 36 percent. Another 16 percent of Americans said they read books more often on screens and 18 percent responded that they read books equally on both paper and screens.\u003c/p>\n\u003cp>Digital books have become extremely popular among students in some regions of Asia, but students who read books on paper still outperformed even in cultures where digital reading is commonplace. More than 40 percent of students in Hong Kong, Indonesia, Malaysia, Taiwan and Thailand reported reading books more often on digital devices. Yet in Hong Kong, Malaysia and Taiwan, students who read books mostly on paper or read in both formats scored higher than those who primarily read digital books. Both Thailand and Indonesia were exceptions; digital readers did better. Hong Kong and Taiwan are two of the highest performing education systems in the world and even after adjusting for students’ socioeconomic status, the advantage for paper reading remained pronounced.\u003c/p>\n\u003cp>Teens around the world are rapidly turning away from reading, according to OECD surveys. Fifteen-year-olds are reading less for leisure and fewer fiction books. The number of students who consider reading a “waste of time” jumped by more than 5 percentage points. Simultaneously, reading performance around the world, which had been slowly improving up until 2012, declined between 2012 and 2018. Across OECD countries that participated in both assessments, reading performance fell back to what it had been in 2006.\u003c/p>\n\u003cp>OECD researchers wonder if the presence of physical books at home still matters in the digital age. In the student surveys, students were told that each meter of shelving typically holds 40 books and were asked to estimate the number of books in their homes. Both rich and poor students alike reported fewer books in the home over the past 18 years, but the book gap between the two remained persistently large with wealthier students living amid twice as many books as poorer students.\u003c/p>\n\u003cfigure id=\"attachment_59603\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59603\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books.png\" alt=\"\" width=\"977\" height=\"435\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books-800x356.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books-160x71.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books-768x342.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: OECD\u003c/figcaption>\u003c/figure>\n\u003cp>The influence of books at home is a bit of a chicken-egg riddle. The OECD found that students who had more books at home reported that they enjoyed reading more. Logically, students who are surrounded by physical books may feel more encouraged by their families and inspired to read. But it could be that students who enjoy reading receive lots of books as presents or bring more books home from the library. It’s also possible that both are true simultaneously in a virtuous two-way spiral: more books at home inspire kids to read \u003cem>and\u003c/em> voracious readers buy more books.\u003c/p>\n\u003cp>OECD researchers are most worried about poorer students. Low-income students made huge strides in access to digital technology well before the pandemic. Ninety-four percent of students from low-income families across 26 developed nations had access to the internet at home in 2018, up from 75 percent in 2009. “While disadvantaged students are catching up in terms of access to digital resources, their access to cultural capital like paper books at home has diminished,” the OECD report noted.\u003c/p>\n\u003cp>As one gap closes, another one opens.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-paper-books-linked-to-stronger-readers-in-an-international-study/\">\u003cem>digital readers\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"An international study by the Organization for Economic Cooperation and Development found that students who had more books at home reported that they enjoyed reading more. Teens who read more paper books scored higher on reading assessments. ","status":"publish","parent":0,"modified":1658730302,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1066},"headData":{"title":"Paper books linked to stronger readers in an international study - MindShift","description":"An international study by the Organization for Economic Cooperation and Development found that students who had more books at home reported that they enjoyed reading more. Teens who read more paper books scored higher on reading assessments. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Paper books linked to stronger readers in an international study","datePublished":"2022-07-25T10:00:05.000Z","dateModified":"2022-07-25T06:25:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59602 https://ww2.kqed.org/mindshift/?p=59602","disqusUrl":"https://ww2.kqed.org/mindshift/2022/07/25/paper-books-linked-to-stronger-readers-in-an-international-study/","disqusTitle":"Paper books linked to stronger readers in an international study","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59602/paper-books-linked-to-stronger-readers-in-an-international-study","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There’s a lot to like about digital books. They’re lighter in the backpack and often cheaper than paper books. But a new international report suggests that physical books may be important to raising children who become strong readers.\u003c/p>\n\u003cp>An Organization for Economic Cooperation and Development (OECD) study across approximately 30 countries found that teens who said they most often read paper books scored considerably higher on a 2018 reading test taken by 15-year-olds compared to teens who said they rarely or never read books. Even among students of similar socioeconomic backgrounds, those who read books in a paper format scored a whopping 49 points higher on the Program for International Student Assessment, known as PISA. That’s equal to almost 2.5 years of learning. By comparison, students who tended to read books more often on digital devices scored only 15 points higher than students who rarely read – a difference of less than a year’s worth of learning.\u003c/p>\n\u003cp>In other words, all reading is good, but reading on paper is linked to vastly superior achievement outcomes.\u003c/p>\n\u003cp>It's impossible to say from this study whether paper books are the main reason why students become better readers. It could be that stronger readers prefer paper and they would be reading just as well if they were forced to read on screens. Dozens of previous studies have found a \u003ca href=\"https://hechingerreport.org/evidence-increases-for-reading-on-paper-instead-of-screens/\">comprehension advantage for reading on paper versus screens\u003c/a>. But these studies are usually conducted in a laboratory setting where people take comprehension tests immediately after reading a passage in different formats. This report is suggesting the possibility that there are longer term cumulative benefits for students who regularly read books in a paper format.\u003c/p>\n\u003cp>It’s noteworthy that the 2018 PISA reading test was a computer-based assessment in the vast majority of countries. Paper book readers are correctly answering more questions about what they have read on screens than digital readers!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Strong readers who had higher scores on the PISA reading test also read on screens at home, but they tended to use their devices to gather information, such as reading the news or browsing the internet for school work. When these strong readers wanted to read a book, they opted to read in paper format or balance their reading time between paper and digital devices.\u003c/p>\n\u003cp>Every three years, when 600,000 students around the world take the PISA test, they fill out surveys about their families and their reading habits. Researchers at the OECD compared these survey responses with test scores and noticed intriguing relationships between books in the home, a preference for reading on paper and reading achievement. The report, “\u003ca href=\"https://www.oecd-ilibrary.org/education/does-the-digital-world-open-up-an-increasing-divide-in-access-to-print-books_54f9d8f7-en\">Does the digital world open up an increasing divide in access to print books?\u003c/a>” was published on July 12, 2022.\u003c/p>\n\u003cp>In the United States, 31 percent of 15-year-olds said they never or rarely read books, compared with 35 percent worldwide. Meanwhile, 35 percent of American students said they primarily read paper books, almost matching the international average of 36 percent. Another 16 percent of Americans said they read books more often on screens and 18 percent responded that they read books equally on both paper and screens.\u003c/p>\n\u003cp>Digital books have become extremely popular among students in some regions of Asia, but students who read books on paper still outperformed even in cultures where digital reading is commonplace. More than 40 percent of students in Hong Kong, Indonesia, Malaysia, Taiwan and Thailand reported reading books more often on digital devices. Yet in Hong Kong, Malaysia and Taiwan, students who read books mostly on paper or read in both formats scored higher than those who primarily read digital books. Both Thailand and Indonesia were exceptions; digital readers did better. Hong Kong and Taiwan are two of the highest performing education systems in the world and even after adjusting for students’ socioeconomic status, the advantage for paper reading remained pronounced.\u003c/p>\n\u003cp>Teens around the world are rapidly turning away from reading, according to OECD surveys. Fifteen-year-olds are reading less for leisure and fewer fiction books. The number of students who consider reading a “waste of time” jumped by more than 5 percentage points. Simultaneously, reading performance around the world, which had been slowly improving up until 2012, declined between 2012 and 2018. Across OECD countries that participated in both assessments, reading performance fell back to what it had been in 2006.\u003c/p>\n\u003cp>OECD researchers wonder if the presence of physical books at home still matters in the digital age. In the student surveys, students were told that each meter of shelving typically holds 40 books and were asked to estimate the number of books in their homes. Both rich and poor students alike reported fewer books in the home over the past 18 years, but the book gap between the two remained persistently large with wealthier students living amid twice as many books as poorer students.\u003c/p>\n\u003cfigure id=\"attachment_59603\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59603\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books.png\" alt=\"\" width=\"977\" height=\"435\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books-800x356.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books-160x71.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/07/OECD-Books-768x342.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: OECD\u003c/figcaption>\u003c/figure>\n\u003cp>The influence of books at home is a bit of a chicken-egg riddle. The OECD found that students who had more books at home reported that they enjoyed reading more. Logically, students who are surrounded by physical books may feel more encouraged by their families and inspired to read. But it could be that students who enjoy reading receive lots of books as presents or bring more books home from the library. It’s also possible that both are true simultaneously in a virtuous two-way spiral: more books at home inspire kids to read \u003cem>and\u003c/em> voracious readers buy more books.\u003c/p>\n\u003cp>OECD researchers are most worried about poorer students. Low-income students made huge strides in access to digital technology well before the pandemic. Ninety-four percent of students from low-income families across 26 developed nations had access to the internet at home in 2018, up from 75 percent in 2009. “While disadvantaged students are catching up in terms of access to digital resources, their access to cultural capital like paper books at home has diminished,” the OECD report noted.\u003c/p>\n\u003cp>As one gap closes, another one opens.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-paper-books-linked-to-stronger-readers-in-an-international-study/\">\u003cem>digital readers\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59602/paper-books-linked-to-stronger-readers-in-an-international-study","authors":["byline_mindshift_59602"],"categories":["mindshift_1"],"tags":["mindshift_21129","mindshift_550","mindshift_21128","mindshift_21254"],"featImg":"mindshift_59604","label":"mindshift"},"mindshift_58279":{"type":"posts","id":"mindshift_58279","meta":{"index":"posts_1591205157","site":"mindshift","id":"58279","score":null,"sort":[1631777112000]},"guestAuthors":[],"slug":"in-print-or-onscreen-making-the-most-of-reading-with-young-children","title":"In Print or Onscreen? Making The Most of Reading With Young Children","publishDate":1631777112,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Reprinted from \u003ca href=\"https://global.oup.com/academic/product/how-we-read-now-9780190084097\">How We Read Now: Strategic Choices for Print, Screen, and Audio\u003c/a> by Naomi S. Baron. Copyright © Oxford University Press 2021. All rights reserved.\u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>By Naomi S. Baron\u003c/strong>\u003c/h4>\n\u003cp>Do you believe that young kids (say, from birth to age five or six) should be firmly rooted in the world of print? Or are you worried you're depriving children of a valuable opportunity if you deny them access to digital reading?\u003c/p>\n\u003cp>Parents are torn. Studies from multiple English-speaking countries show the majority of parents continue to prefer print for their toddlers and preschoolers. Yet by nixing digital offerings, mothers and fathers worry their kids will be left behind—in enjoyment, learning, or preparation for primary school, where children might be handed a tablet their first day.\u003c/p>\n\u003cp>As I thought about the dilemma and read conflicting research, I began asking myself, was the debate missing the point? Just as many adults choose print for some purposes and digital for others. Were there solid arguments for when digital is appropriate for young children and when to stick with print? Sensing the answer was “yes” I began thinking about... food.\u003c/p>\n\u003cp>Food? Indeed. We've likely all seen the traditional food pyramid (now reconfigured as MyPlate). While the proportions of what goes where change over time, the pyramid (or plate) concept reminds us that a balanced diet has multiple components. Lots of fruits, vegetables, and grains? You bet. But you also need some oil and salt. Meat, poultry, and fish? Optional, but if you're vegetarian, figure out how to compensate elsewhere in your diet.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Back to children—and books. We start with infants (birth to roughly two years of age). Experts agree that when it comes to book-reading, physical books are an obvious choice. However, particularly over the last few years, even print-loving pediatricians are identifying sound reasons for letting kids younger than two have some access to touchscreens. As early childhood specialists Natalia Kucirkova and Barry Zuckerman argue, touchscreens potentially foster vocabulary development, contribute to fine motor control and hand/eye coordination, and facilitate communication when, say,\u003cbr>\nSkyping grandparents or sharing family photos onscreen.\u003c/p>\n\u003cp>What about the next phases of early childhood—and materials that count as books (print or digital)? For a meaningful answer, we need to start with the purpose of reading: What are parents looking to accomplish when they sit with their child and a book, or when children are ensconced with books on their own? We can think about reading with toddlers and preschoolers through three perspectives:\u003c/p>\n\u003cul>\n\u003cli>The social side\u003c/li>\n\u003cli>The linguistic and cognitive side\u003c/li>\n\u003cli>The engagement side\u003c/li>\n\u003c/ul>\n\u003cp>Keep in mind, though, that while it may be convenient for research purposes to distinguish these three approaches, in actual practice they are interwoven.\u003c/p>\n\u003ch2>Three Sides of Reading With Young Children\u003c/h2>\n\u003ch4>The Social Side\u003c/h4>\n\u003cp>Years ago, the psychologist Jerome Bruner argued that children begin learning to talk not as a standalone enterprise but as a linguistic overlay atop social interaction with caregivers. Similarly, much of the reading we do with young children is as much about being together and sharing experiences as about the books themselves. In fact, joint reading is one of the tools recommended by pediatricians to foster bonding between parent and child.\u003c/p>\n\u003cp>Among academics, the term “dialogic talk” describes conversation with infants and toddlers that takes place around reading. (With infants, understandably, the adult generally needs to uphold both sides of the conversation.) Yes, you read the book, but you ask questions and connect what the book is about to experiences in\u003cbr>\nthe child's own world: “Look at that elephant! Remember the elephant we saw at the zoo yesterday?” Such conversational give and take spontaneously takes place in many households, but other times the practice benefits from being structured and modeled\u003cbr>\nfor parents.\u003c/p>\n\u003cp>[aside postID='mindshift_51281' label='What's Going On In Your Child's Brain When You Read Them A Story?']\u003c/p>\n\u003cp>Decades ago, most of the research I did was on child language acquisition. At the time, linguists were starting to recognize that not all children learn language the same way, Among the reasons is cultural context. For instance, middle-class infants in the United States tend to start using words earlier than kids living in societies where parents aren't constantly pointing out names for things, as in, “Peter, there's a fish. It's a fish. Can you say ‘fish’?” Take the Tsimané, an Amazonian tribe in Bolivia, where mothers average less than one minute a day directly talking with babies—about one-tenth the amount in the U.S. But regardless of the cultural parenting patterns, all these children learn to talk.\u003c/p>\n\u003cp>The same cultural issue extends to dialogic talk around books with young children. In many literate societies in which children grow up to be accomplished readers, interactive reading with infants and toddlers isn't part of the social landscape. My husband, who's from a highly literary family in India and learned to read by himself\u003cbr>\naround age four, reminds me of this difference.\u003c/p>\n\u003cp>Debate over print versus digital books for young children often revolves around the assumption that print encourages dialogic talk more than digital does. (More on that in a moment.) But is this difference inevitable? Recent initiatives, in both Norway\u003cbr>\nand the United States, suggest productive ways of building dialogue into the ways we read digital books with young children.\u003c/p>\n\u003cp>What's also often missing from the discussion is that the role of books with young children extends beyond child-caregiver bonding. We need to think more broadly about goals, including which platform best supports them.\u003c/p>\n\u003ch4>The Linguistic and Cognitive Side\u003c/h4>\n\u003cp>Before children are able to read on their own, there is much they absorb in the presence of books. Those books could be read by an adult or, in the case of digital books, through voice activation. In either case, young children might come to pair picture, written word, and spoken word with an object (such as that elephant). They also might learn about cause and effect through following a storyline.\u003c/p>\n\u003cp>We know that children’s linguistic development is bolstered by the richness of language used around them. Particularly in social contexts where young children aren't hearing a lot of vocabulary and more complex syntax, it's useful to harness additional tools to enhance kids’ learning opportunities. \u003cem>Sesame Street\u003c/em> is a resoundingly successful example of good modeling for children and adults alike. (While watching with my toddler son, I learned the word “puce” from an episode in the 1980s, where Maria went shopping for shoes.)\u003c/p>\n\u003cp>With the coming of digital books and apps, it's hardly surprising that educators and parents want to know how these materials measure up against print when it comes to language-based learning. As we'll see, many researchers are investigating this issue.\u003c/p>\n\u003ch4>The Engagement Side\u003c/h4>\n\u003cp>You've seen those parents—or been one. You're at a restaurant, and that two-year-old at the next table wont stop crying. In desperation, Dad fetches his iPhone, pulls up a cartoon video, plants the phone in front of the miserable toddler, and voilà! Peace is restored.\u003c/p>\n\u003cp>There's no question that digital technologies can be engaging. In debates between those for and against handing digital books to young children, the “con” side points to research showing children tend to focus on the device more than on the storyline or the parents trying to read with their child. All true. Does that mean such engagement is wholly negative? And how does it relate to broader senses of engagement, including cognitive or physical interaction?\u003c/p>\n\u003cp>As Natalia Kucirkova and ‘Teresa Cremin eloquently argue in their book \"Children Reading for Pleasure in the Digital Age,\" the act of reading (or being read to) is most beneficial when it includes activity on the child’s part. Importantly, this activity involves constructing meaning from what's being read, but it might also entail patting fuzzy surfaces or opening windows in a print book, or perhaps selecting music or exploring an image in a digital work.\u003c/p>\n\u003cp>Researchers have begun unpacking the varied functions print or digital books might serve for young children, particularly in the eyes of parents. Roxanne Etta surveyed more than 2,000 parents of preschoolers, asking when print or digital was more appropriate. While print was typically judged best for social experience with a child, eBooks were commonly used for entertainment or, in Etta’s term, babysitting. As the quality of eBooks continues to improve, and as parents learn ways of incorporating dialogic talk with children while using digital materials, we'll see whether these patterns shift.\u003c/p>\n\u003cfigure id=\"attachment_58303\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-58303 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-160x189.jpeg\" alt=\"\" width=\"160\" height=\"189\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-160x189.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-800x943.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-1020x1203.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-768x906.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo.jpeg 1199w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Naomi S. Baron\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Naomi S. Baron is Professor of Linguistics Emerita at American University in Washington, DC. A Guggenheim Fellow, Fulbright Fellow, and Fulbright Specialist, she has also been a Visiting Scholar at the Stanford Center for Advanced Study in the Behavioral Sciences. Baron is author of \u003ca href=\"https://global.oup.com/academic/product/how-we-read-now-9780190084097?cc=us&lang=en&\">How We Read Now: Strategic Choices for Print, Screen, and Audio\u003c/a>, \u003ca href=\"https://global.oup.com/academic/product/words-onscreen-9780199315765?cc=us&lang=en&\">Words Onscreen: The Fate of Reading in a Digital World\u003c/a> and \u003ca href=\"https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780195313055.001.0001/acprof-9780195313055\">Always On: Language in an Online and Mobile World\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In her book, \"How We Read Now,\" author Naomi Baron provides parents and caregivers research-based insights on the purpose of reading and whether it can be achieved through print or digital books.","status":"publish","parent":0,"modified":1645223124,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1547},"headData":{"title":"In Print or Onscreen? Making The Most of Reading With Young Children - MindShift","description":"In her book, "How We Read Now," author Naomi Baron provides parents and caregivers research-based insights on the purpose of reading and whether it can be achieved through print or digital books.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"In Print or Onscreen? Making The Most of Reading With Young Children","datePublished":"2021-09-16T07:25:12.000Z","dateModified":"2022-02-18T22:25:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58279 https://ww2.kqed.org/mindshift/?p=58279","disqusUrl":"https://ww2.kqed.org/mindshift/2021/09/16/in-print-or-onscreen-making-the-most-of-reading-with-young-children/","disqusTitle":"In Print or Onscreen? Making The Most of Reading With Young Children","excludeFromSiteSearch":"Include","path":"/mindshift/58279/in-print-or-onscreen-making-the-most-of-reading-with-young-children","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Reprinted from \u003ca href=\"https://global.oup.com/academic/product/how-we-read-now-9780190084097\">How We Read Now: Strategic Choices for Print, Screen, and Audio\u003c/a> by Naomi S. Baron. Copyright © Oxford University Press 2021. All rights reserved.\u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>By Naomi S. Baron\u003c/strong>\u003c/h4>\n\u003cp>Do you believe that young kids (say, from birth to age five or six) should be firmly rooted in the world of print? Or are you worried you're depriving children of a valuable opportunity if you deny them access to digital reading?\u003c/p>\n\u003cp>Parents are torn. Studies from multiple English-speaking countries show the majority of parents continue to prefer print for their toddlers and preschoolers. Yet by nixing digital offerings, mothers and fathers worry their kids will be left behind—in enjoyment, learning, or preparation for primary school, where children might be handed a tablet their first day.\u003c/p>\n\u003cp>As I thought about the dilemma and read conflicting research, I began asking myself, was the debate missing the point? Just as many adults choose print for some purposes and digital for others. Were there solid arguments for when digital is appropriate for young children and when to stick with print? Sensing the answer was “yes” I began thinking about... food.\u003c/p>\n\u003cp>Food? Indeed. We've likely all seen the traditional food pyramid (now reconfigured as MyPlate). While the proportions of what goes where change over time, the pyramid (or plate) concept reminds us that a balanced diet has multiple components. Lots of fruits, vegetables, and grains? You bet. But you also need some oil and salt. Meat, poultry, and fish? Optional, but if you're vegetarian, figure out how to compensate elsewhere in your diet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Back to children—and books. We start with infants (birth to roughly two years of age). Experts agree that when it comes to book-reading, physical books are an obvious choice. However, particularly over the last few years, even print-loving pediatricians are identifying sound reasons for letting kids younger than two have some access to touchscreens. As early childhood specialists Natalia Kucirkova and Barry Zuckerman argue, touchscreens potentially foster vocabulary development, contribute to fine motor control and hand/eye coordination, and facilitate communication when, say,\u003cbr>\nSkyping grandparents or sharing family photos onscreen.\u003c/p>\n\u003cp>What about the next phases of early childhood—and materials that count as books (print or digital)? For a meaningful answer, we need to start with the purpose of reading: What are parents looking to accomplish when they sit with their child and a book, or when children are ensconced with books on their own? We can think about reading with toddlers and preschoolers through three perspectives:\u003c/p>\n\u003cul>\n\u003cli>The social side\u003c/li>\n\u003cli>The linguistic and cognitive side\u003c/li>\n\u003cli>The engagement side\u003c/li>\n\u003c/ul>\n\u003cp>Keep in mind, though, that while it may be convenient for research purposes to distinguish these three approaches, in actual practice they are interwoven.\u003c/p>\n\u003ch2>Three Sides of Reading With Young Children\u003c/h2>\n\u003ch4>The Social Side\u003c/h4>\n\u003cp>Years ago, the psychologist Jerome Bruner argued that children begin learning to talk not as a standalone enterprise but as a linguistic overlay atop social interaction with caregivers. Similarly, much of the reading we do with young children is as much about being together and sharing experiences as about the books themselves. In fact, joint reading is one of the tools recommended by pediatricians to foster bonding between parent and child.\u003c/p>\n\u003cp>Among academics, the term “dialogic talk” describes conversation with infants and toddlers that takes place around reading. (With infants, understandably, the adult generally needs to uphold both sides of the conversation.) Yes, you read the book, but you ask questions and connect what the book is about to experiences in\u003cbr>\nthe child's own world: “Look at that elephant! Remember the elephant we saw at the zoo yesterday?” Such conversational give and take spontaneously takes place in many households, but other times the practice benefits from being structured and modeled\u003cbr>\nfor parents.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"mindshift_51281","label":"label='What's Going On In Your Child's Brain When You Read Them A Story?'"},"numeric":["label='What's","Going","On","In","Your","Child's","Brain","When","You","Read","Them","A","Story?'"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Decades ago, most of the research I did was on child language acquisition. At the time, linguists were starting to recognize that not all children learn language the same way, Among the reasons is cultural context. For instance, middle-class infants in the United States tend to start using words earlier than kids living in societies where parents aren't constantly pointing out names for things, as in, “Peter, there's a fish. It's a fish. Can you say ‘fish’?” Take the Tsimané, an Amazonian tribe in Bolivia, where mothers average less than one minute a day directly talking with babies—about one-tenth the amount in the U.S. But regardless of the cultural parenting patterns, all these children learn to talk.\u003c/p>\n\u003cp>The same cultural issue extends to dialogic talk around books with young children. In many literate societies in which children grow up to be accomplished readers, interactive reading with infants and toddlers isn't part of the social landscape. My husband, who's from a highly literary family in India and learned to read by himself\u003cbr>\naround age four, reminds me of this difference.\u003c/p>\n\u003cp>Debate over print versus digital books for young children often revolves around the assumption that print encourages dialogic talk more than digital does. (More on that in a moment.) But is this difference inevitable? Recent initiatives, in both Norway\u003cbr>\nand the United States, suggest productive ways of building dialogue into the ways we read digital books with young children.\u003c/p>\n\u003cp>What's also often missing from the discussion is that the role of books with young children extends beyond child-caregiver bonding. We need to think more broadly about goals, including which platform best supports them.\u003c/p>\n\u003ch4>The Linguistic and Cognitive Side\u003c/h4>\n\u003cp>Before children are able to read on their own, there is much they absorb in the presence of books. Those books could be read by an adult or, in the case of digital books, through voice activation. In either case, young children might come to pair picture, written word, and spoken word with an object (such as that elephant). They also might learn about cause and effect through following a storyline.\u003c/p>\n\u003cp>We know that children’s linguistic development is bolstered by the richness of language used around them. Particularly in social contexts where young children aren't hearing a lot of vocabulary and more complex syntax, it's useful to harness additional tools to enhance kids’ learning opportunities. \u003cem>Sesame Street\u003c/em> is a resoundingly successful example of good modeling for children and adults alike. (While watching with my toddler son, I learned the word “puce” from an episode in the 1980s, where Maria went shopping for shoes.)\u003c/p>\n\u003cp>With the coming of digital books and apps, it's hardly surprising that educators and parents want to know how these materials measure up against print when it comes to language-based learning. As we'll see, many researchers are investigating this issue.\u003c/p>\n\u003ch4>The Engagement Side\u003c/h4>\n\u003cp>You've seen those parents—or been one. You're at a restaurant, and that two-year-old at the next table wont stop crying. In desperation, Dad fetches his iPhone, pulls up a cartoon video, plants the phone in front of the miserable toddler, and voilà! Peace is restored.\u003c/p>\n\u003cp>There's no question that digital technologies can be engaging. In debates between those for and against handing digital books to young children, the “con” side points to research showing children tend to focus on the device more than on the storyline or the parents trying to read with their child. All true. Does that mean such engagement is wholly negative? And how does it relate to broader senses of engagement, including cognitive or physical interaction?\u003c/p>\n\u003cp>As Natalia Kucirkova and ‘Teresa Cremin eloquently argue in their book \"Children Reading for Pleasure in the Digital Age,\" the act of reading (or being read to) is most beneficial when it includes activity on the child’s part. Importantly, this activity involves constructing meaning from what's being read, but it might also entail patting fuzzy surfaces or opening windows in a print book, or perhaps selecting music or exploring an image in a digital work.\u003c/p>\n\u003cp>Researchers have begun unpacking the varied functions print or digital books might serve for young children, particularly in the eyes of parents. Roxanne Etta surveyed more than 2,000 parents of preschoolers, asking when print or digital was more appropriate. While print was typically judged best for social experience with a child, eBooks were commonly used for entertainment or, in Etta’s term, babysitting. As the quality of eBooks continues to improve, and as parents learn ways of incorporating dialogic talk with children while using digital materials, we'll see whether these patterns shift.\u003c/p>\n\u003cfigure id=\"attachment_58303\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-58303 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-160x189.jpeg\" alt=\"\" width=\"160\" height=\"189\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-160x189.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-800x943.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-1020x1203.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo-768x906.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/Baron-photo.jpeg 1199w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Naomi S. Baron\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Naomi S. Baron is Professor of Linguistics Emerita at American University in Washington, DC. A Guggenheim Fellow, Fulbright Fellow, and Fulbright Specialist, she has also been a Visiting Scholar at the Stanford Center for Advanced Study in the Behavioral Sciences. Baron is author of \u003ca href=\"https://global.oup.com/academic/product/how-we-read-now-9780190084097?cc=us&lang=en&\">How We Read Now: Strategic Choices for Print, Screen, and Audio\u003c/a>, \u003ca href=\"https://global.oup.com/academic/product/words-onscreen-9780199315765?cc=us&lang=en&\">Words Onscreen: The Fate of Reading in a Digital World\u003c/a> and \u003ca href=\"https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780195313055.001.0001/acprof-9780195313055\">Always On: Language in an Online and Mobile World\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58279/in-print-or-onscreen-making-the-most-of-reading-with-young-children","authors":["11721"],"categories":["mindshift_195"],"tags":["mindshift_968","mindshift_273","mindshift_21129","mindshift_20720","mindshift_20991","mindshift_152","mindshift_21128"],"featImg":"mindshift_58289","label":"mindshift"},"mindshift_49092":{"type":"posts","id":"mindshift_49092","meta":{"index":"posts_1591205157","site":"mindshift","id":"49092","score":null,"sort":[1534856052000]},"guestAuthors":[],"slug":"digital-text-is-changing-how-kids-read-just-not-in-the-way-that-you-think","title":"Digital Text is Changing How Kids Read—Just Not in the Way That You Think","publishDate":1534856052,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>After his bath each night, Julie Atkinson’s eight-year-old son grabs the iPad and settles into bed for some reading time through kids’ book app Epic! Though Atkinson and her husband were accustomed to reading to him, now their son explores different subjects on his own inside the app’s 25,000 titles, reading biographies, history and fiction all pre-selected for his reading level. Atkinson is impressed with Epic’s quality titles, and likes the recommendation feature that makes the monthly subscription service feel like Netflix.\u003c/p>\n\u003cp>But Atkinson, who guesses that her family of four in Orinda, California, spends half their reading time with physical books, said that she has noticed a difference between how her son reads paper books and how he reads digitally. He has a tendency to skim more in Epic! “He might be more inclined to flip in Epic!, just flip through and see if he likes a book, skipping around. When it’s a physical book, he’s going to sit and read until he’s tired of reading. But in Epic!, he knows there are so many [books], he will read a little faster.”\u003c/p>\n\u003cp>According to San Jose State University researcher Ziming Lu, this is typical \u003ca href=\"http://www.emeraldinsight.com/doi/abs/10.1108/00220410510632040\">“screen-based reading behavior,”\u003c/a> with more time spent browsing, scanning and skimming than in-depth reading. As reading experiences move online, experts have been exploring how reading from a screen may be changing our brains. Reading expert Maryanne Wolf, author of \u003ca href=\"https://www.goodreads.com/book/show/289751.Proust_and_the_Squid\">\u003cem>Proust and the Squid\u003c/em>\u003c/a>, has voiced concerns that digital reading will negatively affect the brain’s ability to \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\">read deeply\u003c/a> for sophisticated understanding, something that Nicholas Carr also explored in his book, \u003cem>\u003ca href=\"https://www.amazon.com/Shallows-What-Internet-Doing-Brains/dp/0393339750\">The Shallows\u003c/a>.\u003c/em> Teachers are trying to steer students toward digital reading strategies that \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/16/strategies-to-help-students-go-deep-when-reading-digitally/\">practice deep reading\u003c/a>, and nine out of ten parents say that having their children read \u003ca href=\"http://www.pewresearch.org/fact-tank/2013/05/28/in-a-digital-age-parents-value-printed-books-for-their-kids/\">paper books\u003c/a> is important to them.\u003c/p>\n\u003cp>But since digital reading is still in its infancy, for many adults it’s hard to know exactly what the issues are—what’s happening to a young brain when reading online? Should kids be reading more paper books, and why? Do other digital activities, like video games and social media apps, affect kids’ ability to reach deep understanding when reading longer content, like books? And how do today’s kids learn to toggle between paper and the screen?\u003c/p>\n\u003cp>The digital revolution and all of our personal devices have produced a sort of reading paradox: because of the time spent with digital tech, kids are reading more now, in literal words, than ever. Yet the relationship between reading and digital tech is complicated.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cognitive scientist \u003ca href=\"http://www.danielwillingham.com/\">Daniel T. Willingham\u003c/a> said that digital devices aren’t changing the way kids read in terms of actual cognitive processes—putting together letters to make words, and words to make sentences. In fact, Willingham is quick to point out that in terms of “raw words,” kids are reading more now than they were a decade ago (thanks mostly to text messaging). But he does believe, as he writes in his book, \u003ca href=\"https://www.goodreads.com/book/show/32285196-the-reading-mind\">\u003cem>The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads\u003c/em>\u003c/a>, that kids’ reading \u003cem>habits\u003c/em> are changing. And it’s reasonable to guess that digital technology, in all its three-second-video and Snapchat glory, is changing those habits.\u003c/p>\n\u003cp>In the chapter “Reading After the Digital Revolution,” Willingham, who has four children of his own, takes a measured approach toward screen reading.\u003c/p>\n\u003cp>“Digital reading is good in some ways, and bad in others,” he said: in other words, it’s complicated. Much of the online interaction that kids take part in involves reading, including texting, social media and even gaming. And all that online reading increases ‘word knowledge,’ or repeated exposure to words, even if there isn’t a big range of vocabulary words to draw from in text messages back and forth to friends. But will all of this reading of texts and Instagram posts make kids better readers?\u003c/p>\n\u003cp>“Probably not,” he said. “Based on theory, it’s not going to influence reading comprehension at all. After all, they’re not reading a \u003cem>New York Times\u003c/em> article on Instagram. They’re mostly taking selfies and posting comments.”\u003c/p>\n\u003cfigure id=\"attachment_51888\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51888 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3.jpg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1200x675.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-520x293.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">KQED/Kelly McLachlan \u003ccite>(KQED/Kelly McLachlan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For many parents and teachers worried that spending so much time with video games and Snapchats will shred kids’ attention spans—the average 8-12-year-old spends about six hours a day in front of a screen, and\u003ca href=\"https://www.washingtonpost.com/news/the-switch/wp/2015/11/03/teens-spend-nearly-nine-hours-every-day-consuming-media/?utm_term=.c7e5872a6ea9\"> teenagers spend more than nine\u003c/a> — Willingham thinks they may be concerned about the wrong thing. He isn’t convinced that spending so many hours playing Super Smash Bros will shorten kids’ attention spans, making them unable to sustain the attention to read a book. He’s more concerned that Super Smash Bros has trained kids’ brains to crave experiences that are more like fast-paced video games.\u003c/p>\n\u003cp>“The change we are seeing is not that kids can’t pay attention to things, it’s that they’re not as interested in paying attention to things,” he said. “They have less patience for being bored. What I think that all the digital activities have in common is that, with very little effort from me, something interesting happens. And if I’m bored, another interesting experience is very easy to obtain.” Instead, reading's payoff often comes after some effort and maybe even a little boredom in the beginning. But the slower-paced pleasure comes with more satisfaction in the end.\u003c/p>\n\u003cp>\u003cstrong>Watermelon for dessert instead of chocolate \u003c/strong>\u003c/p>\n\u003cp>Willingham said it’s a mistake for adults to deny the fun of a kitty cat video or Buzzfeed listicle—but instead to help kids distinguish between the easy pleasures of some digital media, and the more complex payoff that comes when reaching the end of the \u003cem>Harry Potter\u003c/em> series. He recommends telling kids that you want them to experience both, part of a larger strategy to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/31/how-to-help-students-develop-a-love-of-reading/\">make reading a family value\u003c/a>.\u003c/p>\n\u003cp>“It’s watermelon or chocolate for dessert. I love watermelon and so do my kids, but chocolate is more tempting,” he said. “I want my kids to enjoy chocolate, but I want them to eat watermelon because it’s a little more enriching and it's a different \u003cem>kind \u003c/em>of enjoyment.\"\u003c/p>\n\u003cp>“So I think that reading is enriching in ways that lots of digital experiences aren’t enriching. Parents and teachers should confront this head on, and say [to their kids and students], ‘There are fast pleasures with a quick payoff, and there are things that build slowly and take more sustained effort on your part. And I want you to experience both.’”\u003c/p>\n\u003cp>Taking time to experience the slower pace and pleasures of reading is especially important for younger children, and Willingham is in favor of limiting screen time in order to give kids space to discover the pleasures of reading. Kids who never experienced the satisfaction of reaching the end of a book won’t know to make room for it when they are older.\u003c/p>\n\u003cp>And for older kids, coordinate with their friends’ parents and teachers to reduce the amount of time spent online. Every little bit helps to build their long-pleasure reading muscles.\u003c/p>\n\u003cfigure id=\"attachment_51881\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51881 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1.jpeg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-160x90.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-800x450.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-768x432.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1020x574.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1200x675.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1180x664.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-960x540.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-240x135.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-375x211.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-520x293.jpeg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">KQED/Kelly McLachlan \u003ccite>(KQED/Kelly McLachlan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How reading online changes attention\u003c/strong>\u003c/p>\n\u003cp>According to Julie Coiro, a reading researcher at the University of Rhode Island, moving from digital to paper and back again is only a piece of the attention puzzle: the larger and more pressing issue is how reading online is taxing kids’ attention. Online reading, Coiro noticed, complicates the comprehension process “a million-fold.”\u003c/p>\n\u003cp>As more and more of kids’ reading takes place online, especially for schoolwork, Coiro has been studying how kids’ brains have had to adjust. Her research, conducted on middle- and high school students as well as college students, shows that reading online requires \u003cem>more\u003c/em> attention than reading a paper book. Every single action a student takes online offers multiple choices, requiring an astounding amount of self-regulation to both find and understand needed information.\u003c/p>\n\u003cp>Each time a student reads online content, Coiro said, they are faced with almost limitless input and decisions, including images, video and multiple hyperlinks that lead to even more information. As kids navigate a website, they must constantly ask themselves: is this the information I’m looking for? What if I click on one of the many links, will that get me closer or farther away from what I need? This process doesn’t happen automatically, she said, but the brain must work to make each choice a wise one.\u003c/p>\n\u003cp>“It used to be that there was a pre-reading, the reading itself, and the evaluation at the end of your chapter or at the end of a book,” Coiro said. “Now that process happens repeatedly in about 4 seconds: I choose a link. I decide whether I want to be here/I don’t want to be here, and then, where should I go next?”\u003c/p>\n\u003cp>In one of Coiro’s studies of\u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1086296X11421979\"> middle schoolers\u003c/a>, she found that good readers on paper weren’t necessarily good readers online. The ability to generate search terms, evaluate the information and integrate ideas from multiple sources and media makes online reading comprehension, she argues, a critical set of skills that builds on those required to read a physical book.\u003c/p>\n\u003cp>“We make the assumption that we’re going to keep them safe and protected if we have kids read mostly in the print world,” Coiro said. “And if they’re good readers in that world, they’re just going to naturally be a good reader in a complex online world. That’s so not the case.”\u003c/p>\n\u003cp>To navigate a new world straddled between digital and physical reading, adults are finding ways to try and balance both. Though there is plenty of distracting media out there vying for kids’ attention, digital reading companies like\u003ca href=\"https://www.getepic.com/\"> Epic!\u003c/a> are trying to keep the reading experience as close to a real book as possible. Suren Markosian, Epic!’s co-founder and CEO, created the app in part for his own young children. He said they made a conscious choice to keep ads, video content and hyperlinks outside of the book-reading experience. “Once inside a book, you get a full-screen view,” he said. “You are basically committing to reading the book and nothing else.”\u003c/p>\n\u003cp>Some teachers have taken a more aggressive approach toward making space for reading, taking Willingham’s advice to talk to students head-on about putting down digital devices. Jarred Amato, a high school ELA teacher in Nashville, Tennessee, created a 24-hour \u003ca href=\"http://nashvillepublicradio.org/post/nashville-high-schoolers-give-phones-day-see-how-they-survived#stream/0\">digital cleanse\u003c/a> for his freshman to crack the surface of what he calls their “smartphone addiction.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Students need to develop a reading routine, so I give my students daily time to read independently in my classroom,” he said. “Once they find a book that hooks them, they're far more likely to unplug from technology and continue reading at home.”\u003c/p>\n\n","blocks":[],"excerpt":"Technology is increasing the number of words kids see, but the way they interact with digital text may create challenges to reading deeply. ","status":"publish","parent":0,"modified":1534856052,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1934},"headData":{"title":"Digital Text is Changing How Kids Read—Just Not in the Way That You Think | KQED","description":"Technology is increasing the number of words kids see, but the way they interact with digital text may create challenges to reading deeply. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Digital Text is Changing How Kids Read—Just Not in the Way That You Think","datePublished":"2018-08-21T12:54:12.000Z","dateModified":"2018-08-21T12:54:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49092 https://ww2.kqed.org/mindshift/?p=49092","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/21/digital-text-is-changing-how-kids-read-just-not-in-the-way-that-you-think/","disqusTitle":"Digital Text is Changing How Kids Read—Just Not in the Way That You Think","path":"/mindshift/49092/digital-text-is-changing-how-kids-read-just-not-in-the-way-that-you-think","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>After his bath each night, Julie Atkinson’s eight-year-old son grabs the iPad and settles into bed for some reading time through kids’ book app Epic! Though Atkinson and her husband were accustomed to reading to him, now their son explores different subjects on his own inside the app’s 25,000 titles, reading biographies, history and fiction all pre-selected for his reading level. Atkinson is impressed with Epic’s quality titles, and likes the recommendation feature that makes the monthly subscription service feel like Netflix.\u003c/p>\n\u003cp>But Atkinson, who guesses that her family of four in Orinda, California, spends half their reading time with physical books, said that she has noticed a difference between how her son reads paper books and how he reads digitally. He has a tendency to skim more in Epic! “He might be more inclined to flip in Epic!, just flip through and see if he likes a book, skipping around. When it’s a physical book, he’s going to sit and read until he’s tired of reading. But in Epic!, he knows there are so many [books], he will read a little faster.”\u003c/p>\n\u003cp>According to San Jose State University researcher Ziming Lu, this is typical \u003ca href=\"http://www.emeraldinsight.com/doi/abs/10.1108/00220410510632040\">“screen-based reading behavior,”\u003c/a> with more time spent browsing, scanning and skimming than in-depth reading. As reading experiences move online, experts have been exploring how reading from a screen may be changing our brains. Reading expert Maryanne Wolf, author of \u003ca href=\"https://www.goodreads.com/book/show/289751.Proust_and_the_Squid\">\u003cem>Proust and the Squid\u003c/em>\u003c/a>, has voiced concerns that digital reading will negatively affect the brain’s ability to \u003ca href=\"http://www.newyorker.com/science/maria-konnikova/being-a-better-online-reader\">read deeply\u003c/a> for sophisticated understanding, something that Nicholas Carr also explored in his book, \u003cem>\u003ca href=\"https://www.amazon.com/Shallows-What-Internet-Doing-Brains/dp/0393339750\">The Shallows\u003c/a>.\u003c/em> Teachers are trying to steer students toward digital reading strategies that \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/16/strategies-to-help-students-go-deep-when-reading-digitally/\">practice deep reading\u003c/a>, and nine out of ten parents say that having their children read \u003ca href=\"http://www.pewresearch.org/fact-tank/2013/05/28/in-a-digital-age-parents-value-printed-books-for-their-kids/\">paper books\u003c/a> is important to them.\u003c/p>\n\u003cp>But since digital reading is still in its infancy, for many adults it’s hard to know exactly what the issues are—what’s happening to a young brain when reading online? Should kids be reading more paper books, and why? Do other digital activities, like video games and social media apps, affect kids’ ability to reach deep understanding when reading longer content, like books? And how do today’s kids learn to toggle between paper and the screen?\u003c/p>\n\u003cp>The digital revolution and all of our personal devices have produced a sort of reading paradox: because of the time spent with digital tech, kids are reading more now, in literal words, than ever. Yet the relationship between reading and digital tech is complicated.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Cognitive scientist \u003ca href=\"http://www.danielwillingham.com/\">Daniel T. Willingham\u003c/a> said that digital devices aren’t changing the way kids read in terms of actual cognitive processes—putting together letters to make words, and words to make sentences. In fact, Willingham is quick to point out that in terms of “raw words,” kids are reading more now than they were a decade ago (thanks mostly to text messaging). But he does believe, as he writes in his book, \u003ca href=\"https://www.goodreads.com/book/show/32285196-the-reading-mind\">\u003cem>The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads\u003c/em>\u003c/a>, that kids’ reading \u003cem>habits\u003c/em> are changing. And it’s reasonable to guess that digital technology, in all its three-second-video and Snapchat glory, is changing those habits.\u003c/p>\n\u003cp>In the chapter “Reading After the Digital Revolution,” Willingham, who has four children of his own, takes a measured approach toward screen reading.\u003c/p>\n\u003cp>“Digital reading is good in some ways, and bad in others,” he said: in other words, it’s complicated. Much of the online interaction that kids take part in involves reading, including texting, social media and even gaming. And all that online reading increases ‘word knowledge,’ or repeated exposure to words, even if there isn’t a big range of vocabulary words to draw from in text messages back and forth to friends. But will all of this reading of texts and Instagram posts make kids better readers?\u003c/p>\n\u003cp>“Probably not,” he said. “Based on theory, it’s not going to influence reading comprehension at all. After all, they’re not reading a \u003cem>New York Times\u003c/em> article on Instagram. They’re mostly taking selfies and posting comments.”\u003c/p>\n\u003cfigure id=\"attachment_51888\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51888 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3.jpg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1200x675.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-960x540.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-240x135.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-375x211.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Mindshift-Digital-Distractions-3-520x293.jpg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">KQED/Kelly McLachlan \u003ccite>(KQED/Kelly McLachlan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For many parents and teachers worried that spending so much time with video games and Snapchats will shred kids’ attention spans—the average 8-12-year-old spends about six hours a day in front of a screen, and\u003ca href=\"https://www.washingtonpost.com/news/the-switch/wp/2015/11/03/teens-spend-nearly-nine-hours-every-day-consuming-media/?utm_term=.c7e5872a6ea9\"> teenagers spend more than nine\u003c/a> — Willingham thinks they may be concerned about the wrong thing. He isn’t convinced that spending so many hours playing Super Smash Bros will shorten kids’ attention spans, making them unable to sustain the attention to read a book. He’s more concerned that Super Smash Bros has trained kids’ brains to crave experiences that are more like fast-paced video games.\u003c/p>\n\u003cp>“The change we are seeing is not that kids can’t pay attention to things, it’s that they’re not as interested in paying attention to things,” he said. “They have less patience for being bored. What I think that all the digital activities have in common is that, with very little effort from me, something interesting happens. And if I’m bored, another interesting experience is very easy to obtain.” Instead, reading's payoff often comes after some effort and maybe even a little boredom in the beginning. But the slower-paced pleasure comes with more satisfaction in the end.\u003c/p>\n\u003cp>\u003cstrong>Watermelon for dessert instead of chocolate \u003c/strong>\u003c/p>\n\u003cp>Willingham said it’s a mistake for adults to deny the fun of a kitty cat video or Buzzfeed listicle—but instead to help kids distinguish between the easy pleasures of some digital media, and the more complex payoff that comes when reaching the end of the \u003cem>Harry Potter\u003c/em> series. He recommends telling kids that you want them to experience both, part of a larger strategy to \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/31/how-to-help-students-develop-a-love-of-reading/\">make reading a family value\u003c/a>.\u003c/p>\n\u003cp>“It’s watermelon or chocolate for dessert. I love watermelon and so do my kids, but chocolate is more tempting,” he said. “I want my kids to enjoy chocolate, but I want them to eat watermelon because it’s a little more enriching and it's a different \u003cem>kind \u003c/em>of enjoyment.\"\u003c/p>\n\u003cp>“So I think that reading is enriching in ways that lots of digital experiences aren’t enriching. Parents and teachers should confront this head on, and say [to their kids and students], ‘There are fast pleasures with a quick payoff, and there are things that build slowly and take more sustained effort on your part. And I want you to experience both.’”\u003c/p>\n\u003cp>Taking time to experience the slower pace and pleasures of reading is especially important for younger children, and Willingham is in favor of limiting screen time in order to give kids space to discover the pleasures of reading. Kids who never experienced the satisfaction of reaching the end of a book won’t know to make room for it when they are older.\u003c/p>\n\u003cp>And for older kids, coordinate with their friends’ parents and teachers to reduce the amount of time spent online. Every little bit helps to build their long-pleasure reading muscles.\u003c/p>\n\u003cfigure id=\"attachment_51881\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-51881 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1.jpeg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-160x90.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-800x450.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-768x432.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1020x574.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1200x675.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-1180x664.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-960x540.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-240x135.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-375x211.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/08/Mindshift-Digital-Distractions-Illustration-1-520x293.jpeg 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">KQED/Kelly McLachlan \u003ccite>(KQED/Kelly McLachlan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How reading online changes attention\u003c/strong>\u003c/p>\n\u003cp>According to Julie Coiro, a reading researcher at the University of Rhode Island, moving from digital to paper and back again is only a piece of the attention puzzle: the larger and more pressing issue is how reading online is taxing kids’ attention. Online reading, Coiro noticed, complicates the comprehension process “a million-fold.”\u003c/p>\n\u003cp>As more and more of kids’ reading takes place online, especially for schoolwork, Coiro has been studying how kids’ brains have had to adjust. Her research, conducted on middle- and high school students as well as college students, shows that reading online requires \u003cem>more\u003c/em> attention than reading a paper book. Every single action a student takes online offers multiple choices, requiring an astounding amount of self-regulation to both find and understand needed information.\u003c/p>\n\u003cp>Each time a student reads online content, Coiro said, they are faced with almost limitless input and decisions, including images, video and multiple hyperlinks that lead to even more information. As kids navigate a website, they must constantly ask themselves: is this the information I’m looking for? What if I click on one of the many links, will that get me closer or farther away from what I need? This process doesn’t happen automatically, she said, but the brain must work to make each choice a wise one.\u003c/p>\n\u003cp>“It used to be that there was a pre-reading, the reading itself, and the evaluation at the end of your chapter or at the end of a book,” Coiro said. “Now that process happens repeatedly in about 4 seconds: I choose a link. I decide whether I want to be here/I don’t want to be here, and then, where should I go next?”\u003c/p>\n\u003cp>In one of Coiro’s studies of\u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1086296X11421979\"> middle schoolers\u003c/a>, she found that good readers on paper weren’t necessarily good readers online. The ability to generate search terms, evaluate the information and integrate ideas from multiple sources and media makes online reading comprehension, she argues, a critical set of skills that builds on those required to read a physical book.\u003c/p>\n\u003cp>“We make the assumption that we’re going to keep them safe and protected if we have kids read mostly in the print world,” Coiro said. “And if they’re good readers in that world, they’re just going to naturally be a good reader in a complex online world. That’s so not the case.”\u003c/p>\n\u003cp>To navigate a new world straddled between digital and physical reading, adults are finding ways to try and balance both. Though there is plenty of distracting media out there vying for kids’ attention, digital reading companies like\u003ca href=\"https://www.getepic.com/\"> Epic!\u003c/a> are trying to keep the reading experience as close to a real book as possible. Suren Markosian, Epic!’s co-founder and CEO, created the app in part for his own young children. He said they made a conscious choice to keep ads, video content and hyperlinks outside of the book-reading experience. “Once inside a book, you get a full-screen view,” he said. “You are basically committing to reading the book and nothing else.”\u003c/p>\n\u003cp>Some teachers have taken a more aggressive approach toward making space for reading, taking Willingham’s advice to talk to students head-on about putting down digital devices. Jarred Amato, a high school ELA teacher in Nashville, Tennessee, created a 24-hour \u003ca href=\"http://nashvillepublicradio.org/post/nashville-high-schoolers-give-phones-day-see-how-they-survived#stream/0\">digital cleanse\u003c/a> for his freshman to crack the surface of what he calls their “smartphone addiction.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Students need to develop a reading routine, so I give my students daily time to read independently in my classroom,” he said. “Once they find a book that hooks them, they're far more likely to unplug from technology and continue reading at home.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49092/digital-text-is-changing-how-kids-read-just-not-in-the-way-that-you-think","authors":["4445"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_21129","mindshift_20693","mindshift_20678","mindshift_20784","mindshift_1040","mindshift_21116","mindshift_21128","mindshift_30"],"featImg":"mindshift_51887","label":"mindshift"},"mindshift_49075":{"type":"posts","id":"mindshift_49075","meta":{"index":"posts_1591205157","site":"mindshift","id":"49075","score":null,"sort":[1503491209000]},"guestAuthors":[],"slug":"a-textbook-dilemma-digital-or-paper","title":"A Textbook Dilemma: Digital or Paper?","publishDate":1503491209,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>My friend Joanne was packing her youngest child off to college this month and wrestling with a modern dilemma: Is it better to buy textbooks in digital form or old-fashioned print? One of her son’s professors was recommending an online text for a business course: lighter, always accessible and seriously cheaper ($88 vs. $176 for a 164-page book). But Joanne’s instinct was that her son would “learn better” from a printed volume, free of online distractions, and with pages he could dog-ear, peruse in any order, and inscribe with marginal notes. Her son was inclined to agree.\u003c/p>\n\u003cp>Many of us book lovers cherish the tactile qualities of print, but some of this preference is emotional or nostalgic. Do reading and note-taking on paper offer any measurable advantages for learning? Given the high cost of hard-backed textbooks, is it wiser to save the money and the back strain by going digital?\u003c/p>\n\u003cp>You might think that, decades into the digital revolution, we would have a clear answer to this question. Wrong. Earlier this year educational psychologist Patricia Alexander, a literacy scholar at the University of Maryland, published a \u003ca href=\"http://journals.sagepub.com/doi/abs/10.3102/0034654317722961\">thorough review\u003c/a> of recent research on the topic. She was “shocked,” she says, to find that out of 878 potentially relevant studies published between 1992 and 2017, only 36 directly compared reading in digital and in print and measured learning in a reliable way. (Many of the other studies zoomed in on aspects of e-reading, such as eye movements or the merits of different kinds of screens.)\u003c/p>\n\u003cp>Aside from pointing up a blatant need for more research, Alexander’s review, co-authored with doctoral student Lauren Singer and appearing in \u003cem>Review of Educational Research\u003c/em>, affirmed at least one practical finding: if you are reading something lengthy – more than 500 words or more than a page of the book or screen – your comprehension will likely take a hit if you’re using a digital device. The finding was supported by numerous studies and held true for students in college, high school and grade school.\u003c/p>\n\u003cp>Research suggests that the explanation is at least partly the greater physical and mental demands of reading on a screen: the nuisance of scrolling, and the tiresome glare and flicker of some devices. There may be differences in the concentration we bring to a digital environment, too, where we are accustomed to browsing and multitasking. And some researchers have observed that working your way through a print volume leaves spatial impressions that stick in your mind (for instance, the lingering memory of where a certain passage or diagram appeared in a book).\u003c/p>\n\u003caside class=\"pullquote alignright\">'They assume that because they were going faster [reading digitally], they understood it better. It’s an illusion.’\u003ccite>Patricia Alexander, University of Maryland literacy scholar\u003c/cite>\u003c/aside>\n\u003cp>Alexander and Singer have done their own studies of the digital versus print question. In a \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/00220973.2016.1143794\">2016 experiment\u003c/a> they asked 90 undergraduates to read short informational texts (about 450 words) on a computer and in print. Due to the length, no scrolling was required, but there still was a difference in how much they absorbed. The students performed equally well in describing the main idea of the passages no matter the medium, but when asked to list additional key points and recall further details, the print readers had the edge.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Curiously, the students themselves were unaware of this advantage. In fact, after answering comprehension questions, 69% said they believed they had performed better after reading on a computer. Researchers call this failure of insight poor “calibration.”\u003c/p>\n\u003cp>The point of such research, as Alexander herself notes, is not to anoint a winner in a contest between digital and print. We all swim in a sea of electronic information and there’s no turning back the tide.\u003c/p>\n\u003cp>“The core question,” Alexander said in an interview, is “when is a reader best served by a particular medium. And what kind of readers? What age? What kind of text are we talking about? All of those elements matter a great deal.”\u003c/p>\n\u003cp>On top of that, we all could do with a lot more self-awareness about how we learn from reading.\u003c/p>\n\u003cp>For example, a big reason that students in the study thought they learned better from digital text is that they moved more quickly in that medium. Research by Alexander and others has confirmed this faster pace. “They assume that because they were going faster, they understood it better,” Alexander observes. “It’s an illusion.”\u003c/p>\n\u003cp>If students become aware of this illusion, they can make better choices. Just as they might decide to turn off social media alerts while studying an online textbook, they might want to consciously slow themselves down when reading for deep meaning. On the other hand, when reading for pleasure or surface information, they can let ’er rip.\u003c/p>\n\u003cp>Digital text makes it easy for students to copy and paste key passages into a document for further study, but there is little research on how this compares with taking notes by hand.\u003c/p>\n\u003cp>“We study things like highlighting and underlining,” Alexander says, “but those kind of motor responses have never been of highest value in terms of text-processing strategies” – whether done with a cursor or a marker. The studying strategy with “the greatest power,” she adds, involves deeply questioning the text — asking yourself if you agree with the author, and why or why not.\u003c/p>\n\u003cp>Dutch scholar Joost Kircz points out that these are still early days for digital reading, and new and better formats will continue to emerge. In his view, the linear format of a traditional book is well suited for narratives but not necessarily ideal for academic texts or scientific papers.\u003c/p>\n\u003cp>“In narrative prose fiction, the author strictly determines the reading path,” he and co-author August Hans Den Boef write in \u003ca href=\"http://en.aup.nl/books/9789089646002-the-unbound-book.html\">\u003cem>The Unbound Book\u003c/em>\u003c/a>\u003cem>,\u003c/em> a collection of essays about the future of reading. “But in a digital environment we can easily enable a plurality of reading paths in educational and scholarly texts.”\u003c/p>\n\u003cp>In addition to the hyperlinks, video and audio that currently enhance many digital texts, Kircz would like to see innovations such as multiple types of hyperlinks, perhaps in a rainbow of colors that denote specific purposes (annotation, elaboration, contrary views, media, etc.). He also imagines digital books that could enable a variety of paths through a body of work. Not all information is linear or even layered, he told me: “There’s a lot of information that’s spherical. You cannot stack it up. The question is to what extent can we mimic human understanding?”\u003c/p>\n\u003cp>While we await those future digital products, students deciding what school books to buy this fall would do well to ask themselves just what they hope to get from the text. As Alexander notes, “If I’m only trying to learn something that’s going to be covered on a test and the test is shallow in nature, then [digital] is just fine.” If, on the other hand, you hope to dive in deeply and gather imperishable pearls, spring for the book.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/6PKcL\">newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Do we learn better from printed books than digital versions? The answer from researchers is a qualified yes.","status":"publish","parent":0,"modified":1503491209,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1249},"headData":{"title":"A Textbook Dilemma: Digital or Paper? | KQED","description":"Do we learn better from printed books than digital versions? The answer from researchers is a qualified yes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Textbook Dilemma: Digital or Paper?","datePublished":"2017-08-23T12:26:49.000Z","dateModified":"2017-08-23T12:26:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49075 https://ww2.kqed.org/mindshift/?p=49075","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/23/a-textbook-dilemma-digital-or-paper/","disqusTitle":"A Textbook Dilemma: Digital or Paper?","nprByline":"Claudia Wallis, \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>","path":"/mindshift/49075/a-textbook-dilemma-digital-or-paper","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>My friend Joanne was packing her youngest child off to college this month and wrestling with a modern dilemma: Is it better to buy textbooks in digital form or old-fashioned print? One of her son’s professors was recommending an online text for a business course: lighter, always accessible and seriously cheaper ($88 vs. $176 for a 164-page book). But Joanne’s instinct was that her son would “learn better” from a printed volume, free of online distractions, and with pages he could dog-ear, peruse in any order, and inscribe with marginal notes. Her son was inclined to agree.\u003c/p>\n\u003cp>Many of us book lovers cherish the tactile qualities of print, but some of this preference is emotional or nostalgic. Do reading and note-taking on paper offer any measurable advantages for learning? Given the high cost of hard-backed textbooks, is it wiser to save the money and the back strain by going digital?\u003c/p>\n\u003cp>You might think that, decades into the digital revolution, we would have a clear answer to this question. Wrong. Earlier this year educational psychologist Patricia Alexander, a literacy scholar at the University of Maryland, published a \u003ca href=\"http://journals.sagepub.com/doi/abs/10.3102/0034654317722961\">thorough review\u003c/a> of recent research on the topic. She was “shocked,” she says, to find that out of 878 potentially relevant studies published between 1992 and 2017, only 36 directly compared reading in digital and in print and measured learning in a reliable way. (Many of the other studies zoomed in on aspects of e-reading, such as eye movements or the merits of different kinds of screens.)\u003c/p>\n\u003cp>Aside from pointing up a blatant need for more research, Alexander’s review, co-authored with doctoral student Lauren Singer and appearing in \u003cem>Review of Educational Research\u003c/em>, affirmed at least one practical finding: if you are reading something lengthy – more than 500 words or more than a page of the book or screen – your comprehension will likely take a hit if you’re using a digital device. The finding was supported by numerous studies and held true for students in college, high school and grade school.\u003c/p>\n\u003cp>Research suggests that the explanation is at least partly the greater physical and mental demands of reading on a screen: the nuisance of scrolling, and the tiresome glare and flicker of some devices. There may be differences in the concentration we bring to a digital environment, too, where we are accustomed to browsing and multitasking. And some researchers have observed that working your way through a print volume leaves spatial impressions that stick in your mind (for instance, the lingering memory of where a certain passage or diagram appeared in a book).\u003c/p>\n\u003caside class=\"pullquote alignright\">'They assume that because they were going faster [reading digitally], they understood it better. It’s an illusion.’\u003ccite>Patricia Alexander, University of Maryland literacy scholar\u003c/cite>\u003c/aside>\n\u003cp>Alexander and Singer have done their own studies of the digital versus print question. In a \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/00220973.2016.1143794\">2016 experiment\u003c/a> they asked 90 undergraduates to read short informational texts (about 450 words) on a computer and in print. Due to the length, no scrolling was required, but there still was a difference in how much they absorbed. The students performed equally well in describing the main idea of the passages no matter the medium, but when asked to list additional key points and recall further details, the print readers had the edge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Curiously, the students themselves were unaware of this advantage. In fact, after answering comprehension questions, 69% said they believed they had performed better after reading on a computer. Researchers call this failure of insight poor “calibration.”\u003c/p>\n\u003cp>The point of such research, as Alexander herself notes, is not to anoint a winner in a contest between digital and print. We all swim in a sea of electronic information and there’s no turning back the tide.\u003c/p>\n\u003cp>“The core question,” Alexander said in an interview, is “when is a reader best served by a particular medium. And what kind of readers? What age? What kind of text are we talking about? All of those elements matter a great deal.”\u003c/p>\n\u003cp>On top of that, we all could do with a lot more self-awareness about how we learn from reading.\u003c/p>\n\u003cp>For example, a big reason that students in the study thought they learned better from digital text is that they moved more quickly in that medium. Research by Alexander and others has confirmed this faster pace. “They assume that because they were going faster, they understood it better,” Alexander observes. “It’s an illusion.”\u003c/p>\n\u003cp>If students become aware of this illusion, they can make better choices. Just as they might decide to turn off social media alerts while studying an online textbook, they might want to consciously slow themselves down when reading for deep meaning. On the other hand, when reading for pleasure or surface information, they can let ’er rip.\u003c/p>\n\u003cp>Digital text makes it easy for students to copy and paste key passages into a document for further study, but there is little research on how this compares with taking notes by hand.\u003c/p>\n\u003cp>“We study things like highlighting and underlining,” Alexander says, “but those kind of motor responses have never been of highest value in terms of text-processing strategies” – whether done with a cursor or a marker. The studying strategy with “the greatest power,” she adds, involves deeply questioning the text — asking yourself if you agree with the author, and why or why not.\u003c/p>\n\u003cp>Dutch scholar Joost Kircz points out that these are still early days for digital reading, and new and better formats will continue to emerge. In his view, the linear format of a traditional book is well suited for narratives but not necessarily ideal for academic texts or scientific papers.\u003c/p>\n\u003cp>“In narrative prose fiction, the author strictly determines the reading path,” he and co-author August Hans Den Boef write in \u003ca href=\"http://en.aup.nl/books/9789089646002-the-unbound-book.html\">\u003cem>The Unbound Book\u003c/em>\u003c/a>\u003cem>,\u003c/em> a collection of essays about the future of reading. “But in a digital environment we can easily enable a plurality of reading paths in educational and scholarly texts.”\u003c/p>\n\u003cp>In addition to the hyperlinks, video and audio that currently enhance many digital texts, Kircz would like to see innovations such as multiple types of hyperlinks, perhaps in a rainbow of colors that denote specific purposes (annotation, elaboration, contrary views, media, etc.). He also imagines digital books that could enable a variety of paths through a body of work. Not all information is linear or even layered, he told me: “There’s a lot of information that’s spherical. You cannot stack it up. The question is to what extent can we mimic human understanding?”\u003c/p>\n\u003cp>While we await those future digital products, students deciding what school books to buy this fall would do well to ask themselves just what they hope to get from the text. As Alexander notes, “If I’m only trying to learn something that’s going to be covered on a test and the test is shallow in nature, then [digital] is just fine.” If, on the other hand, you hope to dive in deeply and gather imperishable pearls, spring for the book.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/6PKcL\">newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49075/a-textbook-dilemma-digital-or-paper","authors":["byline_mindshift_49075"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_21129","mindshift_33","mindshift_20784","mindshift_1040","mindshift_550","mindshift_21128"],"featImg":"mindshift_49080","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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