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The purpose of this study was to examine if reading purpose (study or entertainment) varied the effect of reading medium on comprehension and accuracy of perceptions of comprehension. A secondary purpose was to examine how mind wandering relates to reading medium and reading purpose. An unanticipated purpose was examining the role of emergency remote COVID-19 instruction on reading comprehension, mind wandering, as well as both preference for and use of screens and paper. In this study, undergraduate students (N = 133) were randomly assigned to reading purposes of study or entertainment as well as reading from paper (from a book) or screens (from an iPad). Neither reading medium nor purpose had reliable differences in performance on the text comprehension assessment, metacomprehension, or mind wandering. Reading from one’s preferred medium appeared to be related to more accurate metacomprehension. Exploratory analyses indicated less studying from paper and more task-unrelated thoughts while reading from screens after the COVID-19 learning changes. Reading medium may possibly have less effect on comprehension when readers have purposes for reading and the haptic experience of reading is similar by medium. Medium effects on metacomprehension and mind wandering may vary depending on characteristics of the reader.

Investigating Reading from Screens and Mind Wandering in the Context of Standards of Coherence