For skilled comprehenders digital reading is a routine task, for unskilled comprehenders it is a problem

From theories of task-oriented reading we derived the hypothesis that digital reading has characteristics of a problem for poor comprehenders, while it poses a routine task for skilled comprehenders. It follows that problem solving predicts navigation and digital reading over and above comprehension, and there is an ordinal interaction between comprehension and problem solving. This interaction means that effects of problem solving on navigation and digital reading are stronger in poor, and weaker in skilled comprehenders. Effects of problem solving, comprehension and their interaction on digital reading are assumed to be mediated through navigation. These hypotheses were tested using PISA-Data ( N = 13,080), employing two indices of navigation, “Precision” and “Adaptive processing”. Results confirmed our hypotheses with the only exception that Adaptive processing was not predicted by the interaction between problem solving and comprehension. Our results suggest that digital reading constitutes a routine task for skilled, but a problem for unskilled comprehenders. In the 21st century virtually every student and adult is confronted with the task to search for, read, understand and use information on line on a daily basis for personal, educational or occupational purposes. For some readers this task is routine, which they easily accomplish. For others, this task is a complex problem, which they cannot readily solve. The present research shows that good comprehension skill, as taught in advanced reading instruction, puts readers in a position to proficiently find and adequately process information on line. In the face of lacking comprehension skill digital reading becomes a problem, which can be overcome when readers are in command of good problem solving skill. This means that besides efficient reading instruction, designing curricula to improve problem solving skill is vital to teach students how to navigate the digital 21st century information landscape. • Problem solving skill predicts adaptive navigation in digital reading. • Effects of problem solving skill on digital reading mediated by adaptive navigation. • Problem solving skill more important for lesser skilled comprehenders. • Lack of comprehension skill turns digital reading tasks into a complex problem.