This longitudinal study investigated the role of precursors in first graders’ comprehension of narrative and expository texts on paper and computer screen. Working memory and inferencing as cognitive precursors, and digital skills were measured at the end of preschool (T1), while reading text comprehension and the control variable of decoding at the end of the first grade (T2). Sixty-three first graders read two texts, one narrative and one expository, in each medium (paper and computer screen) in a counterbalanced order. Results showed that at T2 children had higher comprehension after reading narrative texts from paper. No significant differences emerged for expository texts. As precursors, only digital skills (T1) were a negative predictor of the difference in text comprehension across mediums.
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