This study investigated the effects of reading texts on paper versus on screen on reading time, text comprehension, and calibration of performance, while controlling for relevant individual difference variables. In a within-subjects design, eighth graders (N = 150) read two informational texts, one printed on a sheet of paper and one on a tablet. Reading time was registered. Text comprehension was assessed with open-ended questions at three levels: main idea, key points, and other relevant information. Calibration of performance was assessed as calibration bias by subtracting participants' actual comprehension performance from their judgment of comprehension performance. Results of linear mixed models showed that reading medium did not affect reading time, but an interaction effect of medium with gender on reading time emerged. Boys were faster when reading on screen than on paper. Reading medium affected comprehension at the level of the main idea, favoring reading on paper. Moreover, reading medium affected calibration of performance, with larger calibration bias when reading on screen. Further, an interaction of medium with gender on calibration bias showed that boys were less calibrated when reading on screen than when reading on paper. Finally, mediation analyses showed that calibration bias mediated the effects of reading medium on text comprehension at the levels of main idea and key points.

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

Florit, Elena;
2022

Abstract

This study investigated the effects of reading texts on paper versus on screen on reading time, text comprehension, and calibration of performance, while controlling for relevant individual difference variables. In a within-subjects design, eighth graders (N = 150) read two informational texts, one printed on a sheet of paper and one on a tablet. Reading time was registered. Text comprehension was assessed with open-ended questions at three levels: main idea, key points, and other relevant information. Calibration of performance was assessed as calibration bias by subtracting participants' actual comprehension performance from their judgment of comprehension performance. Results of linear mixed models showed that reading medium did not affect reading time, but an interaction effect of medium with gender on reading time emerged. Boys were faster when reading on screen than on paper. Reading medium affected comprehension at the level of the main idea, favoring reading on paper. Moreover, reading medium affected calibration of performance, with larger calibration bias when reading on screen. Further, an interaction of medium with gender on calibration bias showed that boys were less calibrated when reading on screen than when reading on paper. Finally, mediation analyses showed that calibration bias mediated the effects of reading medium on text comprehension at the levels of main idea and key points.
Reading medium
Digital text
Digital reading
Text comprehension
Metacognitive calibration
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11562/1067685
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