Effects of reading medium on the processing, comprehension, and calibration of adolescent readers

Ronconi, Angelica; Veronesi, Valentina; Masón, Lucía; Manzione, Lucia; Florit, Elena; Anmarkrud, Øistein; Bråten, Ivar

doi:10.1016/j.compedu.2022.104520

Cited by 25 publications

(14 citation statements)

References 45 publications

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“…In this regard, whereas we included traditional measures of word reading skills as a control variable, we did not collect measures of word reading in both mediums. Studies of readers who have mastered word reading skills, mainly undergraduates, as in Clinton (2019; for a study on adolescents, see Ronconi et al, 2022), found no differences in reading times between the two mediums. Longer times, though, were found for reading on screen than on paper in children at the end of primary school (Kerr & Symons, 2006; but see Lenhard et al, 2017).…”

Section: Limitationsmentioning

confidence: 99%

Precursors of reading text comprehension from paper and screen in first graders: a longitudinal study

et al. 2022

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Research on text comprehension in relation to the reading medium (paper or screen) has mainly involved undergraduate or high school students. To advance current knowledge on the effects of reading medium, this longitudinal study focused on beginner readers, specifically, the role of precursors in first graders’ comprehension of narrative and expository linear texts from reading on paper and computer screen. Working memory and inference skills as cognitive precursors and basic digital skills were measured at the end of preschool (T1); reading text comprehension and word reading, as a control variable, were measured at the end of the first grade (T2). Sixty-three children participated in total. The first graders read four texts, one narrative and one expository, on both paper and computer screen, in a counterbalanced order. Results showed no main effects of the reading medium or text genre, but the interactive effect of these variables was significant. At T2, the children had higher comprehension scores after reading narrative than descriptive texts from paper. In addition, reading from the screen was preferred at post-test, after all texts were presented. As precursors, working memory and inference skills predicted both printed and digital text comprehension. In contrast, basic digital skills predicted only digital text comprehension after controlling for medium, text genre, and word reading.

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Section: Limitationsmentioning

confidence: 99%

Precursors of reading text comprehension from paper and screen in first graders: a longitudinal study

et al. 2022

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“…As we are facing challenges mobilizing cognitive patience (Wolf, 2018)—that is, the stamina and cognitive persistence required for engaging deeply with complex texts, we also seem to have difficulties gauging and calibrating our own reading on screens. Several studies (e.g., Ackerman & Lauterman, 2012; Halamish & Elbaz, 2020; Ronconi et al., 2022) have found that there is a tendency to overestimate our comprehension when reading on screens as compared to reading on paper, resulting in less accurate prediction of our own performance and insufficient time devoted to the reading task. The Metacognitive Deficit Hypothesis, then, posits that readers' self‐monitoring of their comprehension, including managing adequate time, attention and effort to the text, and task at hand, is poorer when reading on screen than when reading on paper.…”

Section: Reading Comprehension On Paper and Screensmentioning

confidence: 99%

Literary Reading on Paper and Screens: Associations Between Reading Habits and Preferences and Experiencing Meaningfulness

Hakemulder,

Mangen

2024

Reading Research Quarterly

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The increasing use of digital technologies has implications for reading. Online and on‐screen reading often consist of engaging with multiple, short, multimedia snippets of information, whereas longform reading is in decline. Meta‐analyses have identified a screen inferiority when reading informational texts, but not narrative texts. The mode effect is explained by reference to the Shallowing Hypothesis, postulating that increased screen reading leads to a propensity to skim and scan rather than carefully read, since digital reading material is typically composed of short, decontextualized snippets of multimedia content rather than long, linear, texts. Experiments have found support for the Shallowing Hypothesis when reading expository/informational texts, but the impact of increased habituation to screens on, specifically, literary reading, is largely unknown. It is plausible that shallow modes of reading, prompted by increased screen use, may compromise one's capacity to engage deeply with literary texts and, in turn, negatively affect readers’ motivation and inclination to engage in slower, more reflective, and more effortful reading. This article presents the results from three experiments exploring associations between reading behavior, medium preferences, and the reading of a short literary text on paper versus screen. Although mixed, the results revealed an overall pattern for the role of medium: more frequent reading of short texts on screen predicted less inclination to muster the cognitive persistence required for reading a longer text, and engage in contemplation on the deeper and personally relevant meaning of the literary text. Educational implications of these findings are discussed.

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“…Third, we argued that the reduced negative impact of reading on screen for beginner readers is related to the early experience with computers at school. Such experience is likely to affect various readers' skills such as basic digital skills (Fajardo et al, 2016) but also attention and metacognition (e.g., Ronconi et al, 2022;Clinton, 2019;Delgado et al, 2018;Richter & Courage, 2017) that, in turn, affect text comprehension. An in-depth examination of these aspects is needed in future investigations.…”

Section: Limits and Future Directionsmentioning

confidence: 99%

Digital reading in beginner readers: Advantage or disadvantage for comprehension of narrative and informational linear texts?

Florit

Carli

Lavelli

et al. 2022

Computer Assisted Learning

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Background Text comprehension research in relation to the reading medium showed that digital‐based reading represents a disadvantage compared with paper‐based reading. Most paper versus screen research; however, was conducted with university students. Objectives This study investigated the contribution of reading medium to text comprehension and medium preference in beginner readers who use technology for school learning. The moderating role of text genre, word reading and medium preference on the reading medium effect on text comprehension was also analysed. Methods First graders (N = 115; mean age = 6;8 years) read narrative and informational linear texts on paper and computer screen and answered main idea, literal and inferential comprehension questions. Medium preference questions and a word reading task were administered. Results and Conclusions Logistic mixed models showed that the main idea and literal comprehension of narrative and informational linear texts were greater on screen and for higher word reading skills. Inferential comprehension was lower on screen at lower levels of word reading skills but became similar for the two media as word reading increased. Children had no clear medium preference and medium effect on text comprehension was independent of children's medium preference. The main results show that beginner readers who use technology for learning and are fast and accurate in word reading display no comprehension disadvantage in digital reading. Takeaways Our results add to existing knowledge by clarifying how reading medium effects on beginner readers' text comprehension interact with factors such as fundamental reading skills and experience with technology.

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Effects of reading medium on the processing, comprehension, and calibration of adolescent readers

Cited by 25 publications

References 45 publications

Precursors of reading text comprehension from paper and screen in first graders: a longitudinal study

Precursors of reading text comprehension from paper and screen in first graders: a longitudinal study

Literary Reading on Paper and Screens: Associations Between Reading Habits and Preferences and Experiencing Meaningfulness

Digital reading in beginner readers: Advantage or disadvantage for comprehension of narrative and informational linear texts?

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