Pedagogical practices for the formation of adolescents’ reading literacy under conditions of clip-based consumption of digital content: a theoretical model and effect evaluation design

Abstract

The article examines the transformation of adolescents’ reading literacy under conditions of clip-based consumption of digital content and proposes a theoretical model of pedagogical practices aimed at aligning “fast” and “slow” reading modes within a polycode information space. The conceptual framework is based on the understanding of reading literacy as a complex of cognitive operations for managing data flows, their verification, and semantic reconstruction when working with both linear and nonlinear texts. The model methodologically instrumentalizes the properties of digital perception (discreteness, multitasking, navigational scanning), transforming them from a risk factor into a developmental resource through scaffolding, visualization of semantic structures, and a gradual transition from fragmented formats to extended narratives. The effect is assessed in a longitudinal pedagogical experiment on a sample of 1,458 students aged 13–16 from seven schools with comparable baseline characteristics of control and experimental groups; the diagnostics combine standardized reading literacy testing, neuropsychological measures of attention and working memory, as well as analysis of digital traces and metadata of interaction with learning platforms. The obtained results demonstrate a pronounced increase across three domains—information locating and retrieval, integration and interpretation, reflection and evaluation—along with a simultaneous reduction in score variability in the experimental group, indicating the equalizing potential of the methodology. Analysis of the relationship between reading speed and information retention coefficient demonstrates the formation of adaptive strategies: when working with linear texts, a moderate deceleration is observed, accompanied by increased comprehension, whereas nonlinear texts are characterized by a simultaneous increase in speed and quality of assimilation, reflecting the mastery of effective navigation within multimodal content. Correlation analysis reveals a fundamental shift in the relationship between screen time and reading indicators: in the absence of pedagogical moderation, a negative association persists, whereas under conditions of model implementation it weakens and partially changes sign in the components of interpretation and evaluation, redefining the role of digital activity as a potential catalyst for analytical reading. The study provides applied guidelines for updating assessment criteria and designing instructional practices relevant to the cognitive reality of the digital adolescent.