Is reading under print and digital conditions really equivalent? Differences in reading and recall of expository text for higher and lower ability comprehenders

Abstract

There is little doubt that whether at home, in the office or in the classroom, digital screens have become a dominant presence in our lives. While the stakes may not be high when it comes to leisurely reading on a tablet or e-reader, the same cannot be said when these types of devices are used in learning environments. Despite evidence showing reading comprehension skill to be a significant predictor of academic success, questions remain unanswered as to how reading comprehension skill affects one's adaption to on-screen reading. The current study sought to investigate how reading expository text on different mediums impacts reading comprehension and recall of skilled and less-skilled comprehenders. Participants read two expository texts presented on either paper, a computer or an iPad while reading times and cued recall were measured. Across all reading mediums, skilled comprehenders’ recall performance remained the same despite taking marginally longer to read in the computer condition compared to print or the iPad. Less-skilled comprehenders, however, read faster in the digital conditions compared to print and showed decreased recall performance. These results show that while on-screen reading is an equivalent alternative to print for some, readers who lack the proper reading strategies may see a screen inferiority effect. Given the influence of screens in classroom settings, these findings provide insight into the challenges less-skilled comprehenders encounter with reading on digital devices and should help guide those working to optimize a learning experience that spans multiple mediums.