Did screen reading steal children's focus? Longitudinal associations between reading habits, selective attention and text comprehension

We tested the assumption that selective attention (students’ ability to focuson relevant information and to ignore distractors) may mediate the relation betweenprint and digital reading habits and comprehension in a longitudinal study thatanalysed 654 fourth and 635 fifth grade students at the end of their school year (T1)and 1 year later (T2).我们通过一项纵向研究检验了如下假设：选择性注意（学生聚焦相关信息、忽略干扰信息的能力）可在纸质阅读习惯、数字阅读习惯与阅读理解能力之间起到中介作用。该研究分别于学年末（T1）及1年后（T2）两个时间点，对654名四年级学生与635名五年级学生开展了数据分析。