Reading from paper compared to screens: A systematic review and meta‐analysis

  title={Reading from paper compared to screens: A systematic review and meta‐analysis},
  author={Virginia Clinton},
  journal={Journal of Research in Reading},
Cognitive Effort in Text Processing and Reading Comprehension in Print and on Tablet: An Eye-Tracking Study
ABSTRACT In the present article, we examined the effect of the reading medium and the reading time-frame on text processing, metacognitive monitoring of comprehension, and comprehension outcomes. The
Refutation Text Facilitates Learning: a Meta-Analysis of Between-Subjects Experiments
Scientific misconceptions are ubiquitous, and in our era of near-instant information exchange, this can be problematic for both public health and the public understanding of scientific topics.
Computerized testing in reading comprehension skill: investigating score interchangeability, item review, age and gender stereotypes, ICT literacy and computer attitudes
Although the reading scores of test takers were interchangeable in both CFLT and PPBT versions regarding testing administration modes, they were different regarding item review, and no significant interaction was found between age, gender, and ICT literacy and CFLT performance.
Experiencing literature on the e‐reader: the effects of reading narrative texts on screen
An e‐reader does not affect either reading performance or cognitive and emotional experience of reading a narrative text, compared with a printed book, according to a between‐subjects experimental design.
Implications of Changing the Delivery Mode on Reading Tests in Norway—A Gender Perspective
What can be seen as a digital shift in society is also visible in the Norwegian educational system, as the use of digital devices has increased in both teaching and learning activities. Together with
Digital Versus Paper Reading Processes and Links to Comprehension for Middle School Students
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
Learning through reading and writing tasks in higher education: what do students use, paper or screen? (El aprendizaje a través de la lectura y la escritura en la educación universitaria: ¿qué usan los estudiantes, papel o pantalla?)
Abstract The objective of this study was to identify and characterize the reading and writing tasks that university students perform to learn, taking into account the discipline (sciences vs
Reading medium and interest: effects and interactions
Abstract Both medium (paper or screens) and interest have been noted as important factors in learning from reading text, but connections between them have not been examined. The purposes of this


Assistive Technology for Students with Visual Impairments and Blindness
This chapter provides (a) an overview of visual impairments and blindness, (b) explanations, examples, and summaries of research findings on assistive technology-related assessments and assistive
Effects of Processing Time on Comprehension and Calibration in Print and Digital Mediums
ABSTRACT This study explored the effects of processing texts in print or digitally on readers' comprehension, processing time, and calibration. Eighty-six undergraduates read print and digital
Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal
This systematic literature review was undertaken primarily to examine the role that print and digitally mediums play in text comprehension. Overall, results suggest that medium plays an influential
Executive Function and Reading Comprehension: A Meta-Analytic Review
This article presents a meta-analytic review of the relation between executive function and reading comprehension. Results (N = 6,673) supported a moderate positive association between executive
Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review
Inference ability is considered central to discourse processing and has been shown to be important across models of reading comprehension. To evaluate the impact of inference instruction, a
Comprehending Expository Texts: The Role of Cognitive and Motivational Factors
This study explored the differential contribution of cognitive and motivational factors on the comprehension of an expository text in secondary school students. One hundred and fifty-five 7th and 8th
Reading Across Mediums: Effects of Reading Digital and Print Texts on Comprehension and Calibration
ABSTRACT This study explored differences that might exist in comprehension when students read digital and print texts. Ninety undergraduates read both digital and print versions of newspaper articles