Abstract
This project investigates the relationship between reading habits, digital technology consumption, and reading comprehension among high school students. Reading, understood as a learned cultural practice, is essential for both academic and social development, particularly at this educational stage, where fundamental skills for continuing studies and exercising full citizenship are consolidated. The research adopts a quantitative approach with a correlational design, involving the administration of a reading comprehension task and a questionnaire addressing both reading habits in the mother tongue and reading practices mediated by digital technologies. The study examines how time devoted to reading, the supports used (print and digital), and the different ways of interacting with texts influence students’ performance. It is hypothesized that diversified reading habits may foster the development of reading comprehension. Nevertheless, excessive technology consumption, particularly fragmented reading practices on social networks and digital platforms, may negatively affect attention and, consequently, the construction of meaning during reading. The expected outcomes of this research include contributing to the design of pedagogical strategies that both value and strengthen reading practices across different formats, while critically addressing the effects of excessive technological consumption. In doing so, the study intends to provide insights to support literacy development and to promote educational equity in basic education.
Details
Presentation Type
Theme
Considering Digital Pedagogies
KEYWORDS
READING COMPREHENSION, READING HABITS, DIGITAL TECHNOLOGIES, HIGH SCHOOL
