TITLE:
Does Digitalised Reading Enhance Comprehension While Reading for Pleasure?
AUTHORS:
Ranya El Haddad, Tendai Charles
KEYWORDS:
Reading Comprehension, Reading for Pleasure, Digital Reading, Paper-Based Reading
JOURNAL NAME:
Creative Education,
Vol.15 No.3,
March
20,
2024
ABSTRACT: This
pilot study is an exploratory investigation aimed at understanding the
influence of a Reading for Pleasure (RfP) program on the reading comprehension
abilities of 11th-grade students in private schools of Ajman, United
Arab Emirates (UAE). Anchored in the context of secondary education, this
research addresses a significant gap in the literature by focusing on a region
typically underrepresented in educational research. At the core of this study
lies a comparative analysis of two distinct reading mediums-digital and traditional.
Employing a mixed-methods approach, the study intertwines quantitative data
from quasi-experimental designs with qualitative insights garnered from student
interviews. This methodology allows for a nuanced understanding of the
effectiveness of the RfP program, along with students’ perceptions and preferences concerning digital
versus traditional reading formats. The research findings are particularly
illuminating in the current educational landscape. Despite the increasing
digitalisation of education, the study reveals no significant difference in
reading comprehension outcomes between digital and traditional reading mediums.
Additionally, it underscores the pivotal role that reading for pleasure plays
in enhancing comprehension skills, a facet often overlooked in conventional
academic settings. Furthermore, the study offers pertinent insights into the
practical implications of these findings for the UAE’s educational system, especially in light of the
country’s
endeavors to enhance English language proficiency and prepare students for
international benchmark examinations such as PISA.