Digital reading is ubiquitous, yet understanding digital reading processes and links to comprehension remains underdeveloped. Guided by new literacies and active reading theories, this study explored the reading behaviors and comprehension of thirteen fifth graders who read static digital texts. We coded for the quantity and quality of digital reading behaviors and employed action path diagrams to connect behaviors to comprehension. We used timescape analyses to visualize how behaviors were orchestrated differently across readers. Findings showed no single behavior was related directly to comprehension, indicating varying pathways to digital reading success. Occasional rereading seemed to support active reading and improved comprehension. Instances of students subverting expected digital tools were observed. Minor distractions like mind-wandering did not link to poor performance. This research deepens our understanding of self-monitoring and active reading in static digital contexts, offering insights for future study of more complex digital reading contexts like reading on the internet.

中文翻译：

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不止一种方式：五年级学生多样化的数字阅读行为和理解结果

数字阅读无处不在，但对数字阅读过程和理解链接的理解仍然不发达。在新读写能力和主动阅读理论的指导下，本研究探讨了 13 名五年级学生阅读静态数字文本的阅读行为和理解能力。我们对数字阅读行为的数量和质量进行了编码，并采用动作路径图将行为与理解联系起来。我们使用时间景观分析来可视化不同读者的行为是如何以不同方式协调的。调查结果显示，没有任何单一行为与理解力直接相关，这表明数字阅读成功的途径各有不同。偶尔重读似乎有助于主动阅读和提高理解力。观察到学生颠覆预期数字工具的实例。像走神这样的小干扰与表现不佳并没有关系。这项研究加深了我们对静态数字环境中自我监控和主动阅读的理解，为未来研究更复杂的数字阅读环境（如互联网阅读）提供了见解。