Abstract
In this study, survey model was used, for investigating the effect of printed and electronic texts on the reading comprehension levels of teacher candidates. While dependent variable of the research comprises the levels of understanding of the teacher candidates, independent variable comprises the departments of the teacher candidates, types of the texts being read and types of printing. Working group of this research comprises 207 randomly-elected teacher candidates, of the Classroom and Social Studies Teaching and Turkish Teaching Departments, Faculty of Education, Usak University. The result of the research shows that the variables including departments of the teacher candidates and their computer utilization levels are seen not to significantly affect their reading comprehension levels in poetry, narrative, article and newsletter. But there is a stastical significant difference of their reading comprehension levels in printed type of text among the variables for all text types. Key words: Reading, comprehension, on-screen reading, digital texts.
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