מאפייני תלמיד, מורה ובי"ס כמנבאים את הישגי הקריאה הדיגיטלית במבחני ePIRLS: [פוסטר]

The existence of technology in all aspects of life and daily use has created a new digital
culture that requires development of digital reading skills. International tests gather
information regarding students' progress in digital reading and examine the factors that affect
their achievement. Apart from questions in the field of study, international tests measure
many background variables regarding the individual student, teachers, and the school
environment. These allow learning about relationships between these factors. PIRLS is an
international test conducted once every five years, to assess the knowledge and skills of
native language reading of fourth grade students, and to understand the educational context
of native language teaching in various countries. From 2016, it was extended to "ePIRLS",
which include an assessment of online reading skills. The purpose of the present study is to
examine the associations between students' achievement in digital reading, demographic
characteristics of students, student and teacher technological skills, and school
characteristics. In addition, we examine whether there are differences in these associations
between Israel, USA and Singapore. Based on the published data files, we analyzed the 2016
ePIRLS test data for these countries. To examine the contribution of student characteristics
for predicting digital reading, a multiple regression analysis was performed in which student
characteristics were entered using the Enter method. The model predicted 29% of variance
in digital reading, with some variables demonstrating a larger impact on students’ scores,
including self-efficacy, daily computer use, digital reading devices, duration of use of
technology for school assignments, and the amount of children's books at home. In contrast,
leisure technology use did not contribute to digital reading.