The research‐to‐practice gap in teaching reading with digital texts: Results from a survey of US elementary teachers.
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| Title: | The research‐to‐practice gap in teaching reading with digital texts: Results from a survey of US elementary teachers. |
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| Authors: | Tortorelli, Laura S. (AUTHOR), Strong, John Z. (AUTHOR) |
| Source: | Journal of Research in Reading. Aug2025, Vol. 48 Issue 3, p240-258. 19p. |
| Subjects: | Elementary school teachers, Teacher training, COVID-19 pandemic, Reading strategies, Questionnaires, Literacy education, Electronic book readers, Pedagogical content knowledge |
| Geographic Terms: | United States |
| Abstract: | Background: The COVID‐19 pandemic accelerated the adoption of digital texts for reading instruction, and research identities both potential advantages and drawbacks for using digital texts for reading instruction. Methods: This paper presents the results of a quantitative survey of a representative sample of US elementary‐grade teachers (n = 468) describing how they used digital texts for reading instruction during the 2020–2021 school year. Survey development included a literature review, pilot testing (n = 38), cognitive interviews (n = 8) and expert review. Results: Results indicated that 99.6% of respondents used digital texts for reading instruction, most frequently levelled texts (90.9% using them at least once a week), decodable texts (85.2%), informational texts (84.7%) and passages for fluency practice (82.5%). Read‐aloud mode was the most frequently used text feature regardless of the text type or literacy goals. Teachers used digital texts mainly as substitutes for print texts, and few received training (28.8%) or resources (17.1%) to support using digital texts. Conclusions: The findings indicate a misalignment between the research evidence on the affordances of digital texts for reading instruction and how these tools are used in classrooms. They highlight the need for future research and professional development to support teachers' Technological Pedagogical and Content Knowledge (TPACK) and classroom use of digital texts. Highlights: What is already known about this topic Digital texts are increasingly popular in elementary classrooms.Digital texts vary in their affordances but have potential to support reading development and instruction. What this paper adds Elementary teachers in the United States used digital texts for reading instruction frequently, and frequency of use did not differ by grade level, school location (urban, suburban or rural) or instructional modality (in‐person, hybrid or virtual).The most popular kind of digital text used was levelled texts and the most popular digital text feature was read‐aloud mode, regardless of the instructional goals of a particular lesson.Teachers who reported using digital texts more frequently with specific student groups (advanced readers, below‐grade‐level readers, students with special needs, virtual students or English language learners) differed in their stated goals for using digital texts with those students but the specific features used did not consistently match those goals. Implications for theory, policy or practice The quality and affordances of digital texts should be considered when selecting digital programmes to use in elementary classrooms.Teachers need training and professional development to develop their Technological Pedagogical and Content Knowledge (TPACK) for teaching with digital texts, specifically knowledge of the instructional benefits of specific digital text types, their features and the research evidence on how these texts and features support literacy learning.Teachers need more guidance from research on how digital texts and their features can be used to support foundational skills and reading fluency in the early grades. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background: The COVID‐19 pandemic accelerated the adoption of digital texts for reading instruction, and research identities both potential advantages and drawbacks for using digital texts for reading instruction. Methods: This paper presents the results of a quantitative survey of a representative sample of US elementary‐grade teachers (n = 468) describing how they used digital texts for reading instruction during the 2020–2021 school year. Survey development included a literature review, pilot testing (n = 38), cognitive interviews (n = 8) and expert review. Results: Results indicated that 99.6% of respondents used digital texts for reading instruction, most frequently levelled texts (90.9% using them at least once a week), decodable texts (85.2%), informational texts (84.7%) and passages for fluency practice (82.5%). Read‐aloud mode was the most frequently used text feature regardless of the text type or literacy goals. Teachers used digital texts mainly as substitutes for print texts, and few received training (28.8%) or resources (17.1%) to support using digital texts. Conclusions: The findings indicate a misalignment between the research evidence on the affordances of digital texts for reading instruction and how these tools are used in classrooms. They highlight the need for future research and professional development to support teachers' Technological Pedagogical and Content Knowledge (TPACK) and classroom use of digital texts. Highlights: What is already known about this topic Digital texts are increasingly popular in elementary classrooms.Digital texts vary in their affordances but have potential to support reading development and instruction. What this paper adds Elementary teachers in the United States used digital texts for reading instruction frequently, and frequency of use did not differ by grade level, school location (urban, suburban or rural) or instructional modality (in‐person, hybrid or virtual).The most popular kind of digital text used was levelled texts and the most popular digital text feature was read‐aloud mode, regardless of the instructional goals of a particular lesson.Teachers who reported using digital texts more frequently with specific student groups (advanced readers, below‐grade‐level readers, students with special needs, virtual students or English language learners) differed in their stated goals for using digital texts with those students but the specific features used did not consistently match those goals. Implications for theory, policy or practice The quality and affordances of digital texts should be considered when selecting digital programmes to use in elementary classrooms.Teachers need training and professional development to develop their Technological Pedagogical and Content Knowledge (TPACK) for teaching with digital texts, specifically knowledge of the instructional benefits of specific digital text types, their features and the research evidence on how these texts and features support literacy learning.Teachers need more guidance from research on how digital texts and their features can be used to support foundational skills and reading fluency in the early grades. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01410423 |
| DOI: | 10.1111/1467-9817.70004 |
