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How Digital Reading Habits Shape Reading Motivation and Comprehension over Time: Longitudinal Associations in Primary School

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Τίτλος: How Digital Reading Habits Shape Reading Motivation and Comprehension over Time: Longitudinal Associations in Primary School
Γλώσσα: English
Συγγραφείς: Lidia Altamura (ORCID 0000-0002-4110-3853), Cristina Vargas, Johannes Naumann, Ladislao Salmerón
Πηγή: Developmental Psychology. 2026 62(8):1648-1671.
Διαθεσιμότητα: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 24
Ημερομηνία έκδοσης: 2026
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Descriptors: Reading Habits, Reading Motivation, Reading Comprehension, Elementary School Students, Grade 4, Grade 5, Grade 6, Foreign Countries, Recreational Reading, Computer Use
Γεωγραφικοί όροι: Spain
DOI: 10.1037/dev0002094
ISSN: 0012-1649
1939-0599
Περίληψη: Nowadays, children's reading habits extend beyond traditional printed texts, embracing new practices and forms through digital devices. The influence of such new digital reading habits on reading motivation and comprehension development remains largely underexplored. This study aimed to explore reciprocal causal paths between digital reading habits, reading comprehension and intrinsic reading motivation. To do so, we analyzed longitudinal data of 908 Spanish students from Grades 4 to 6. We estimated random-intercept and cross-lagged panel models to examine long-term associations between our main variables. Results revealed null causal paths between digital reading habits and reading comprehension for both leisure and academic purposes. After controlling for autoregressive effects and considering only within-person variance, one significant path remained from academic digital reading habits in Grade 5 to decreased intrinsic reading motivation in Grade 6. Our study provides new insights about the role of digital reading habits in the development of reading comprehension and intrinsic reading motivation in primary school students.
Abstractor: As Provided
Entry Date: 20260101
Αριθμός Καταχώρησης: EJ1513020
Βάση Δεδομένων: ERIC
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Nowadays, children's reading habits extend beyond traditional printed texts, embracing new practices and forms through digital devices. The influence of such new digital reading habits on reading motivation and comprehension development remains largely underexplored. This study aimed to explore reciprocal causal paths between digital reading habits, reading comprehension and intrinsic reading motivation. To do so, we analyzed longitudinal data of 908 Spanish students from Grades 4 to 6. We estimated random-intercept and cross-lagged panel models to examine long-term associations between our main variables. Results revealed null causal paths between digital reading habits and reading comprehension for both leisure and academic purposes. After controlling for autoregressive effects and considering only within-person variance, one significant path remained from academic digital reading habits in Grade 5 to decreased intrinsic reading motivation in Grade 6. Our study provides new insights about the role of digital reading habits in the development of reading comprehension and intrinsic reading motivation in primary school students.
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