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Part of
Learning to Read in a Digital World
Edited by Mirit Barzillai, Jenny Thomson, Sascha Schroeder and Paul van den Broek
[Studies in Written Language and Literacy 17] 2018
► pp. 225–238

Chapter 10
Learning to read in a digital world

Discussion

| University of Sheffield
| University of Haifa
| Leiden University
| Max Planck Institute for Human Development

Understanding how to best support children as they learn to read in an increasingly digital world involves recognizing the many child- and text-related aspects of children’s digital reading experience. In the current chapter, we consider how children’s reading skills, goals, as well as the properties of digital text influence children’s reading development in digital environments. We further discuss how schools, parents, media creators, and policy makers can help shape children’s reading experience in digital contexts so that each child is given the tools, skills, and opportunities she needs to reach her full potential in both print and digital environments.

Article outline
  • 1.Introduction
    • 1.1Reader skills and experiences
    • 1.2Text properties and content
    • 1.3Reading goal/task
  • 2.Summary
    • 2.1Implications of learning to read in a digital world: Schools
    • 2.2Implications of learning to read in a digital world: Parents
    • 2.3Implications of learning to read in a digital world: Media design
    • 2.4Implications of learning to read in a digital world: Policy
  • 3.Conclusion
  • References
Published online: 9 August 2018
DOI logo
https://doi.org/10.1075/swll.17.10tho
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