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ERIC Number: ED282175
Record Type: RIE
Publication Date: 1987-Apr
Pages: 9
Abstractor: N/A
Reference Count: 0
Reading Comprehension of High School Students on Print vs. Microcomputer-Generated Text.
Feldmann, Shirley C.; Fish, Marian C.
A study examined the relative comprehension difficulty and the influence of reader and text characteristics on reading comprehension for texts presented in traditional print or on the microcomputer screen. Two urban samples of mixed ethnicity were used, 95 low reading level high school students (grades 9 through 12) and 112 high ability eighth grade students. Students read two types of text: (1) text that disseminated information and required recall or inferences and (2) text requiring written responses to specific directions. Each subject read one type of text passage presented either on paper or on microcomputer screen. Students also completed a questionnaire that measured their interest in and experience with the type of reading tasks they performed and elicited their subjective evaluations of the text. In the high ability eighth grade sample, results for media and reader characteristics (interest and experience) showed no significant differences for any variable. In the high school sample, however, the microcomputer group fared significantly better than the print group on comprehension, and males using microcomputers comprehended better than females on the direction following task. In both media, strong readers found the texts easier to read and found it easier to go from the reading passages to their answer sheets than did weak readers. Most microcomputer users reported no difficulties in keeping their places on the computer screen, but a quarter said that the screen hurt their eyes. These results support presentation of curriculum materials in either medium. (SKC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).