Reading linear texts on paper versus computer screen: Effects on reading comprehension
Contenu
Titre
Reading linear texts on paper versus computer screen: Effects on reading comprehension
International Journal of Educational Research
Créateur
Anne Mangen
Bente R. Walgermo
Kolbjørn Brønnick
Sujet
Computers in education
Print reading
Reading Comprehension
Screen reading
Résumé
Objective
To explore effects of the technological interface on reading comprehension in a Norwegian school context.
Participants
72 tenth graders from two different primary schools in Norway.
Method
The students were randomized into two groups, where the first group read two texts (1400–2000 words) in print, and the other group read the same texts as PDF on a computer screen. In addition pretests in reading comprehension, word reading and vocabulary were administered. A multiple regression analysis was carried out to investigate to what extent reading modality would influence the students’ scores on the reading comprehension measure.
Conclusion
Main findings show that students who read texts in print scored significantly better on the reading comprehension test than students who read the texts digitally. Implications of these findings for policymaking and test development are discussed.
To explore effects of the technological interface on reading comprehension in a Norwegian school context.
Participants
72 tenth graders from two different primary schools in Norway.
Method
The students were randomized into two groups, where the first group read two texts (1400–2000 words) in print, and the other group read the same texts as PDF on a computer screen. In addition pretests in reading comprehension, word reading and vocabulary were administered. A multiple regression analysis was carried out to investigate to what extent reading modality would influence the students’ scores on the reading comprehension measure.
Conclusion
Main findings show that students who read texts in print scored significantly better on the reading comprehension test than students who read the texts digitally. Implications of these findings for policymaking and test development are discussed.
volume
58
pages
61-68
Date
2013
Titre abrégé
International Journal of Educational Research
Reading linear texts on paper versus computer screen
doi
10.1016/j.ijer.2012.12.002
issn
0883-0355