In the 21st century, skills such as digital literacy, online reading, online research, and reading comprehension have gained prominence among new literacy competencies. These skills are often conceptualized within the scope of new literacies, encompassing online reading and research, digital comprehension, electronic text engagement, internet search strategies, and e-book reading. This study aims to investigate the differences in online research and reading comprehension levels among middle school students concerning various demographic variables. Employing a quantitative research design, the study was conducted using a descriptive survey model with a sample of 504 students from grades 6 through 8 in the central district of Uşak, Türkiye. Data were analyzed using independent samples t-tests and one-way ANOVA. The findings revealed that students’ online research and reading comprehension levels did not differ significantly based on gender, perceived internet proficiency, or frequency of internet use at school. However, significant differences were observed in terms of parental education level, duration of internet use, grade level, and weekly internet usage time. Specifically, students whose parents had higher education (bachelor’s degree or above), those with more than five years of internet experience, seventh graders, and those using the Internet 4–8 hours per week demonstrated higher performance. The results highlight the influence of parental education and digital experience, particularly in accessing and conveying online information. The study offers recommendations for tailoring digital literacy education to students' grade levels and internet usage habits.
Süleyman Ünlü (Tue,) studied this question.