Effect of Independent Digital Reading on Reading Comprehension in the Primary Grades: A Longitudinal Study

The importance of independent reading in children's reading development is well established by research and professional wisdom. Independent digital reading (IDR) is also increasingly integrated into classroom instruction. The present study examines the effect of IDR implemented in the primary grades in three student cohorts of a small public school. The results show that students in the project school score significantly higher on reading proficiency assessment at the end of the second grade than a matched control group. On the other hand, when focusing on data from within the project school, we find that the amount of time spent on IDR is not associated with reading proficiency in either grade 1 or 2 adjusting for the potential confounders. The findings suggest that teacher scaffolding may be effective in improving reading proficiency, while student-led IDR may not be effective due to various design issues of the reading programs. Limitations and potential future research ideas are also discussed.