The present study investigated the contribution of reading medium, word reading skills (i.e., word reading accuracy and fluency), and the interaction between these factors to text comprehension in beginner readers who use technology for school learning. In addition, the contribution of reading medium on beginner readers’ preference for text presentation was analyzed. First graders (N = 115; mean age = 6;8 years) read narrative and informational texts on paper and on a computer screen, and answered questions on the main idea, literal and inferential comprehension. Medium preference questions and a word reading task were also administered. Results from logistic mixed models showed that the main idea and literal comprehension 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 mediums as word reading skills increased. Finally, results from linear mixed models showed that children had no clear 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.

Digital and Printed Text Comprehension in First Graders: The role of Medium and Word Reading Skills

Florit E.;
2021

Abstract

The present study investigated the contribution of reading medium, word reading skills (i.e., word reading accuracy and fluency), and the interaction between these factors to text comprehension in beginner readers who use technology for school learning. In addition, the contribution of reading medium on beginner readers’ preference for text presentation was analyzed. First graders (N = 115; mean age = 6;8 years) read narrative and informational texts on paper and on a computer screen, and answered questions on the main idea, literal and inferential comprehension. Medium preference questions and a word reading task were also administered. Results from logistic mixed models showed that the main idea and literal comprehension 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 mediums as word reading skills increased. Finally, results from linear mixed models showed that children had no clear 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.
Text comprehension; digital reading; reading on paper; beginner readers
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11562/1063938
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