阅读素养不仅是核心素养的重要组成部分，也是学生学习各学科的支撑。信息化时代如何提高学生的阅读素养备受研究者关注。相比于学校、家庭等外界环境因素，阅读投入是与阅读素养具有最大相关性的学生个体因素。随着科学技术的发展，阅读载体的种类越来越丰富，可分为纸质阅读和电子阅读两类。学生们在课外阅读的过程中也形成了对阅读载体的不同偏好，有的学生仍以传统的纸质阅读为主，有的学生则将电子设备为主要的阅读载体。

以往研究较少探讨不同阅读载体偏好所导致的阅读投入、阅读素养以及二者关系的差异。研究者多选用阅读投入的合成变量，采用回归分析或相关分析研究不同阅读投入维度对阅读素养的影响。然而，直接将合成变量作为研究对象，一方面可能会导致信息量的损失，另一方面无法从更微观的项目水平探究阅读投入与阅读素养间的相互作用关系。

与传统的研究方法不同，网络分析模型能够通过网络结构图直观地呈现多个变量间的复杂关系，挖掘对网络结构有重要影响的核心变量，并且对不同群体的网络进行比较检验。本研究基于PISA2018中国四省市数据，首先对比了具有不同阅读载体偏好的学生在阅读投入各项目上的表现和阅读素养均值是否存在显著性差异。在此基础上采用网络分析方法，为偏好纸质阅读（48.5%）和偏好电子阅读（51.5%）的学生分别构建阅读投入与阅读素养网络（分别简称为“纸质阅读网络”和“电子阅读网络”），对比分析两个网络模型是否存在差异，探究其阅读投入变量之间、以及阅读投入与阅读素养之间的相互作用关系，并识别两个网络结构中的核心变量。最后，探究不同性别学生的网络是否存在显著性差异。

研究结果表明：

（1）偏好纸质阅读和偏好电子阅读的学生在行为、情感和认知投入以及阅读素养水平上存在明显差异：偏好电子阅读的学生进行在线阅读活动的频率和长时间阅读的比例相对更高，而他们的情感投入、认知投入程度和阅读素养较低。

（2）网络比较检验显示纸质阅读网络与电子阅读网络存在显著性差异。虽然整体强度无差异，但整体结构以及19条边线权重差异显著。

（3）关于阅读素养与阅读投入之间的关系，两个网络都显示阅读素养与认知投入变量的正向关联最强，阅读素养与阅读含有超链接的数字读物之间存在负向关联。网上聊天、娱乐阅读小说和搜寻特定信息与阅读素养的关系只存在于电子阅读网络中。

（4）阅读投入变量之间也存在关联。同一个维度内的投入变量关联更紧密；行为投入和情感投入两组变量主要通过阅读小说-每天阅读时间-善于阅读的路径产生联系。

（5）根据中心性指标发现了两个网络的核心变量。阅读是爱好之一、善于阅读、阅读小说和阅读素养是纸质阅读网络的核心变量，而阅读小说、了解深奥文章内容、善于阅读、网上聊天和阅读素养是电子阅读网络的核心变量。

（6）男生和女生的纸质阅读网络的整体结构和少数几条边线有显著性差异，但不存在实质性的影响；男生和女生的电子阅读网络无显著差异。

Reading literacy is not only an important part of the core literacy, but also the support for students to learn various subjects. How to improve students' reading literacy in the information age has attracted much attention from researchers. Compared with school, family and other external environmental factors, reading engagement is the individual factor that has the greatest correlation with reading literacy. With the development of science and technology, there are more and more kinds of reading carriers, which can be divided into paper reading and electronic reading. In the process of extracurricular reading, students have formed different preferences for reading carriers. Some students still focus on traditional paper reading, while some students take electronic devices as the main reading carrier.

Previous studies rarely discussed the differences in reading engagement, reading literacy and their relationship caused by different reading carrier preferences. Researchers mainly use composite variables of reading engagement and adopt regression analysis to study the influence of different dimensions of reading engagement on reading literacy. However, directly taking composite variables to research may lead to the loss of information on the one hand, and on the other hand, it is impossible to explore the interaction between reading engagement and reading literacy from a more micro item level.

Different from the traditional research methods, the network analysis model can intuitively present the complex relationship between multiple variables through the network structure diagram, excavate the core variables that have an important impact on the network structure, and test the networks of different groups. Based on PISA2018 data from four provinces and cities in China, this study firstly compares whether students with different reading carrier preferences have significant differences in reading engagement and reading literacy. Then, using the network analysis model, the reading engagement and reading literacy networks (referred to as "paper reading network" and "electronic reading network" respectively) were constructed for the students who prefer paper reading (48.5%) and electronic reading (51.5%) respectively, and the differences between the two network models were compared. To explore the interaction between the variables of reading engagement and the interaction between reading engagement and reading literacy, and identify the key core variables in the two network structures. Finally, explore whether there are significant differences between the networks of students of different genders.

The results show that:

(1) The students who prefer paper reading and those who prefer e-reading have significant differences in behavior, emotional and cognitive input and reading literacy: the students who prefer e-reading have a higher frequency of online reading activities and a higher proportion of long-term reading, while their emotional engagement, cognitive engagement and reading literacy are lower.

(2) Network comparison test shows that there are significant differences between paper reading network and electronic reading network. Although there is no difference in overall strength, there are significant differences in overall structure and weight of 19 boundary lines.

(3) As for the relationship between reading literacy and reading engagement, both networks show that reading literacy has the strongest positive correlation with cognitive engagement variables, while reading literacy has a negative correlation with reading digital books containing hyperlinks. The relationship between online chatting, reading novels for pleasure and searching for specific information and reading literacy only exists in the e-reading network.

(4) Reading engagement variables are also correlated: engagement variables in the same dimension are more closely correlated; The two groups of variables, behavioral engagement and emotional engagement, are mainly related to the path of reading novels - daily reading time - and being good at reading.

(5) According to the centrality index, two core variables of the network are found: reading is one of the hobbies, being good at reading, reading novels and reading literacy are the core variables of paper reading network; Reading novels, understanding the content of esoteric articles, being good at reading, chatting online and reading literacy are the core variables of e-reading network.

(6) The overall structure of the paper reading network of boys and girls is significantly different from a few lines, but there is no substantial effect; There is no significant difference in e-reading network between boys and girls.