ERIC Number: EJ1260522
Record Type: Journal
Publication Date: 2020-Aug
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0002-8312
EISSN: N/A
Digital versus Paper Reading Processes and Links to Comprehension for Middle School Students
Goodwin, Amanda P.; Cho, Sun-Joo; Reynolds, Dan; Brady, Katherine; Salas, Jorge
American Educational Research Journal, v57 n4 p1837-1867 Aug 2020
This study explores digital and paper reading processes and outcomes for 371 fifth to eighth graders completing a reading task similar to standardized testing. Results showed students highlighted and annotated more when reading the paper versus digital text. Also, reading on paper versus digitally was slightly supportive of reading comprehension for the longer section of text. For behaviors, digital highlighting and looking back at the paper text were supportive of reading comprehension, whereas paper highlighting was negatively related, likely because paper highlighting tended to occur often outside of important areas of the text. Paper and digital annotating, online dictionary use, and digital look-back did not link to comprehension, when controlling for other covariates. Links to theory, research, and practice are discussed.
Descriptors: Reading Processes, Printed Materials, Electronic Learning, Correlation, Reading Comprehension, Middle School Students, Notetaking, Behavior Patterns, Laptop Computers, Early Adolescents, Standardized Tests, Urban Schools, Preferences, National Competency Tests, Student Interests, Literacy, Reader Text Relationship
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Funded: Yes
Grant or Contract Numbers: R305A150199