ABSTRACT
Recent education-based challenges related to the COVID-19 pandemic, as well as a growing need to read and understand multiple internet-based sources in both academic and daily life, have highlighted the importance of better understanding how children read and learn both online and in traditional print-based environments. Previous research suggests that there may be some differences in the ways children approach and process internet-based and print-based literacy-focused tasks. Research has also demonstrated a strong link between student motivational factors, early home-based literacy experiences and reading comprehension, but it is unclear if these factors contribute equally to print-based and internet reading comprehension. The current study used data of 4451 students from the Canadian sample of the PIRLS 2016 study, an international literacy study designed to assess fourth grade students' print-based reading comprehension and internet literacy. Students' home and early literacy experiences and motivation were examined in relation to their print-based reading comprehension of informational text (PIRLS) and internet literacy scores (ePIRLS). Results showed a statistically significant positive relation between early home literacy and both print-based reading comprehension and internet literacy as well as between motivation and each reading outcome. Additionally, a mediation model demonstrated that print-based reading comprehension only partially mediates the relation between home literacy and internet literacy as well as the relation between motivation and internet literacy. This study highlights the importance of focusing on factors that influence children's internet literacy, above and beyond print-based reading comprehension. (PsycInfo Database Record (c) 2023 APA, all rights reserved)