Date of Award


Document Type


Degree Name

Philosophy (Ph.D)


Education Specialties

First Advisor

Dr. Clare Waterman

Second Advisor

Dr. Jordan González


Today’s world is highly digitized and requires digital access and literacy for educational, professional, and personal success. Students from traditionally disadvantaged backgrounds, such as English Language Learners and those from households experiencing low-income, often face additional challenges accessing digital devices and high-speed Internet at home. Researchers have yet to fully examine how digital access relates to reading achievement among students in the U.S. K-12 public school system. The current study used correlational secondary data analysis to examine relationships among home access to digital devices and high-speed Internet and student reading achievement outcomes. In addition, the association between digital home access of students and reading achievement was examined among students facing additional educational challenges, including English Language Learners (ELLs), students with documented disabilities, and those from households experiencing low-income. Participants in this study included a nationally representative sample of fourth and eighth grade students who participated in the 2022 NAEP reading assessment. Descriptive statistics and linear multiple regression indicated home-based digital access was associated with higher reading achievement scores among fourth and eighth grade students. As such, policies that promote equitable digital home access may serve to bolster educational outcomes among students who have been traditionally underserved within the U.S. K-12 public school system.

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