This study examined how digital reading comprehension of elementary students can be predicted by individual differences, home-school resources, and instructional support. We conducted multilevel regressions with two levels (student and school) using datasets for the United States of America from (e)PIRLS 2016. Data analysis at the student level indicated that the participating fourth graders’ digital reading comprehension was predicted substantively by their proficiency in print reading comprehension in conjunction with direct and indirect effects of individual differences in student motivation (e.g., reading self-concept) and home resources. At the school level, however, neither digital resources nor instructional support were significant predictors of students’ digital reading comprehension. These findings contribute to our understanding of what factors affect children’s development of digital literacy.

这项研究探讨了如何通过个体差异，家庭学校资源和教学支持来预测小学生的数字阅读理解。我们使用（e）PIRLS 2016的美国数据集进行了两个层次（学生和学校）的多层次回归。学生水平的数据分析表明，参与其中的四年级学生的数字阅读理解基本上是根据他们的熟练程度预测的印刷阅读理解，以及学生动机（例如，阅读自我概念）和家庭资源中个体差异的直接和间接影响。但是，在学校一级，数字资源和教学支持都不是学生对数字阅读理解的重要预测指标。