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E‐readers, Computer Screens, or Paper: Does Reading Comprehension Change Across Media Platforms?
Author(s) -
Margolin Sara J.,
Driscoll Casey,
Toland Michael J.,
Kegler Jennifer Little
Publication year - 2013
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.2930
Subject(s) - comprehension , reading comprehension , presentation (obstetrics) , reading (process) , narrative , affect (linguistics) , variety (cybernetics) , psychology , cognitive psychology , computer science , linguistics , communication , artificial intelligence , medicine , philosophy , radiology , programming language
Summary The present research examined the impact of technology on reading comprehension. While previous research has examined memory for text, and yielded mixed results of the impact technology has on one's ability to remember what they have read, the reading literature has not yet examined comprehension. In comparing paper, computers, and e‐readers, results from this study indicated that these three different presentation modes do not differentially affect comprehension of narrative or expository text. Additionally, readers were not consistently compensating for difficulties with comprehension by engaging in different reading behaviors when presented with text in different formats. These results suggest that reading can happen effectively in a variety of presentation formats. Copyright © 2013 John Wiley & Sons, Ltd.