Abstract
The use of digital tools means that every day we have to deal with digital information that we need to see, identify and understand in order to use it properly. Current research on reading incorporates this constant and rapid evolution of digital technologies, in order to better understand the interactions between interfaces and users. The aim of this article is to provide a summary of current research examining the impact of screens on reading comprehension performance. After describing the mechanics of reading and the cognitive models used to formalise text comprehension, this article describes the characteristics of reading on digital media, identifying in particular the associated perceptual and visual constraints, and the way in which the type of medium influences performance in text comprehension, particularly in classroom situations.
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