Children’s reading comprehension in a digital age

Technology has spread throughout our lives. Increased availability and use of digital technologies and online reading are changing children’s reading and learning practices which are no longer limited to printed texts. However, relatively little is known about children’s print and digital (reading) experiences and the processing and comprehension of various types of digital texts. Reading digital texts can be viewed from different angles. A first angle is on medium effect (whether print or digital medium effect comprehension). A second angle asks which elements of digital text or environment impact comprehension and processing – and for whom. We consider both angles in this symposium that presents four studies in 10- to 12-year-olds from four different countries (UK, Spain, Italy, Netherlands). The first two papers focus on the print versus digital distinction. Paper 1 looks at print vs. digital comprehension, while Paper 2 looks at impact of print vs. digital reading habits on reading ability and motivation. Papers 3 and 4 focus on individual variation in digital reading comprehension of multiple texts. Paper 3 takes process measures into account, while paper 4 focuses on children’s digital exposure as related to their sustained attention. The symposium contributes to shed light on the complexities of reading in a digital age. It emphasizes that current theories of reading comprehension should be adapted to consider the digital environment, as well as variation in (digital) texts and its features. At an applicative level, we contribute to informing the adoption and use of technologies in children’s reading and education.