Reading linear texts on paper versus computer screen: Effects on reading comprehension

被引：392

作者：

Mangen, Anne ^{[1
]}

Walgermo, Bente R. ^{[1
]}

Bronnick, Kolbjorn ^{[1
,2
]}

机构：

[1] Univ Stavanger, Natl Ctr Reading Educ & Res, NO-4036 Stavanger, Norway

[2] Stavanger Univ Hosp, Div Psychiat, Reg Ctr Clin Res Psychosis, NO-4068 Stavanger, Norway

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2013年 / 58卷

关键词：

Reading comprehension; Screen reading; Print reading; Computers in education; COGNITIVE CONTROL; MEMORY AWARENESS; VISION SYNDROME; VISUAL FATIGUE; INFORMATION; PERFORMANCE; MARKING;

D O I：

10.1016/j.ijer.2012.12.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Objective: To explore effects of the technological interface on reading comprehension in a Norwegian school context. Participants: 72 tenth graders from two different primary schools in Norway. Method: The students were randomized into two groups, where the first group read two texts (1400-2000 words) in print, and the other group read the same texts as PDF on a computer screen. In addition pretests in reading comprehension, word reading and vocabulary were administered. A multiple regression analysis was carried out to investigate to what extent reading modality would influence the students' scores on the reading comprehension measure. Conclusion: Main findings show that students who read texts in print scored significantly better on the reading comprehension test than students who read the texts digitally. Implications of these findings for policymaldng and test development are discussed. (c) 2012 Elsevier Ltd. All rights reserved.

引用

页码：61 / 68

页数：8

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