Scribd Logo
Upload

Welcome to Scribd!

  • 37 views

    R E A D: Reading Comprehension Research

    Uploaded by

    Deped cindy sicat
    The study examined the effects of reading on screen versus on paper on 38 fifth-grade children's reading comprehension and metacomprehension. The children read short texts on paper and screen and estimated their comprehension after each text. Results showed comprehension was better when reading on paper, despite equal initial reading times. Children's metacomprehension judgments did not reflect this effect of medium. The children also showed no preference between mediums before or after the task.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    R E A D: Reading Comprehension Research

    Uploaded by

    Deped cindy sicat
    37 views14 pages
    The study examined the effects of reading on screen versus on paper on 38 fifth-grade children's reading comprehension and metacomprehension. The children read short texts on paper and screen and estimated their comprehension after each text. Results showed comprehension was better when reading on paper, despite equal initial reading times. Children's metacomprehension judgments did not reflect this effect of medium. The children also showed no preference between mediums before or after the task.

    Original Title

    Reading Task

    Copyright

    © © All Rights Reserved

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The study examined the effects of reading on screen versus on paper on 38 fifth-grade children's reading comprehension and metacomprehension. The children read short texts on paper and screen and estimated their comprehension after each text. Results showed comprehension was better when reading on paper, despite equal initial reading times. Children's metacomprehension judgments did not reflect this effect of medium. The children also showed no preference between mediums before or after the task.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    37 views14 pages

    R E A D: Reading Comprehension Research

    Uploaded by

    Deped cindy sicat
    The study examined the effects of reading on screen versus on paper on 38 fifth-grade children's reading comprehension and metacomprehension. The children read short texts on paper and screen and estimated their comprehension after each text. Results showed comprehension was better when reading on paper, despite equal initial reading times. Children's metacomprehension judgments did not reflect this effect of medium. The children also showed no preference between mediums before or after the task.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    You are on page 1of 14

    R E A D

    Reading Comprehension Research


    CINDY P. SICAT
    R E A D
    Children's reading
    comprehension and
    metacomprehension on screen
    versus on paper
    Vered Halamish, Elisya Elbaz
    School of Education, Bar-Ilan University

    CINDY P. SICAT
    Halamish V. & Elbaz E., Children's reading comprehension and metaco
    mprehension on screen versus on paper, Computers & Education (20
    19), doi: https://doi.org/10.1016/j.compedu.2019.103737.
    Highlights
    • Reading on screen impaired children's comprehension compared to re
    ading on paper.
    • Their metacomprehension judgments suggested that they were unaw
    are of this effect.
    • Children had no clear a-priori preference for reading on paper versus
    on screen.
    • They were insensitive to the effect of medium even after experiencing
    it.
    • The effect of medium was unrelated to preferences, computer usage
    or reading skills.
    Abstract
    On-screen reading is becoming increasingly prevalent in educational settings, and children are now
    are expected to comprehend texts that they read on screens. However, research suggests that readi
    ng on screen impairs comprehension compared to reading on paper. Furthermore, this medium effe
    ct is not reflected in adults' metacomprehension judgments, which often reflect greater overconfide
    nce when reading on screen. Adults are therefore usually metacognitively unaware of the detriment
    al effect that on-screen reading has on their comprehension. Whether and how the medium affects
    children's metacomprehension has not been examined before. The main purpose of the present stu
    dy was to examine the effect of the medium used for reading (screen vs. paper) on children's readin
    g comprehension and metacomprehension. Fifth grade children (N = 38) read short texts, estimated
    their comprehension of each text, and answered a reading comprehension test. They completed thi
    s task on paper for two texts and on screen for two other texts. Results suggested that the children's
    reading comprehension was better when reading on paper than on screen, although initial reading
    time was equivalent. This paper advantage was independent of medium preferences, computer usa
    ge habits, or reading skills. Children's metacomprehension judgments were insensitive to the effect
    of medium, and their medium preferences further suggested that they were indifferent to the medi
    um used for reading, both before and after experiencing the task on both media. These results sugg
    est that children, like adults, are metacognitively unaware of the detrimental effect that on-screen r
    eading has on their comprehension, and they are likely to make ineffective medium choices for their
    reading tasks.
    Objective

    The main purpose of the present study


    was to examine the effect of the medium
    used for reading (screen vs. paper) on
    children's reading comprehension and
    metacomprehension.
    Participants

    Fifth grade children (N = 38)


    Research
    Process
    Fifth grade children (N = 38) read short
    texts, estimated their comprehension of
    each text, and answered a reading
    comprehension test. They completed this
    task on paper for two texts and on screen
    for two other texts.
    Results

    Results suggested that the children's


    reading comprehension was better when
    reading on paper than on screen,
    although initial reading time was
    equivalent.
    Results

    Technology might encourage them to


    adopt speeded and shallower processing
    on screen (Duncan, McGeown, Griffiths,
    Stothard, & Dobai, 2015; Pfost, Dörfler,
    & Artelt, 2013), which would
    impair their reading comprehension.
    Since on-screen reading was
    found to be related to shallower
    Results processing (e.g., Lauterman &
    Ackerman, 2014), it might have a
    more detrimental effect on
    children with less developed
    reading skills. Since on-screen
    reading was found to have
    detrimental effects on adults as
    well, however, it is equally likely
    to predict that medium effects
    will be unrelated to children’s
    reading skills.
    R E A D
    THANK YOU
    THE POWERPOINT TEMPLATE
    ADD YOUR NAME

    You might also like