Third and Fifth Graders’ Self-Regulation in Multiple Digital Documents Reading

This collection includes the data that was used to investigate the role of children's self-regulation in multiple digital document reading. We studied (1) the type of self-regulation (low cognition, high cognition and metacognition) that 3rd and 5th graders engaged in while reading multiple documents, (2) whether self-regulation is associated to reading outcomes, and (3) whether self-regulation mediates the relationship between reader characteristics and reading outcomes. Children read a multiple documents on cow milk, wrote an essay about the topic and answered multiple-choice comprehension questions. The self-regulation was measured based on the log data tracked in the digital reading environment. Individual differences in working memory, sustained attention, vocabulary, word decoding and motivation were also assessed. The data contains measures related to the reading comprehension (integration of idea units from the multiple documents in an essay and comprehension questions score), reader characteristics (working memory, sustained attention, vocabulary, word decoding and digital skills) and self-regulation (time spent on self-regulation in a reading and writing task labeled as metacognition, low cognition and high cognition).