#for teachers

[robryebeach]

ITALIAN COFFEE MAKERS. #coffeemaker #technology #homeappliance

[handforthstudy]

How do digital vs paper mediums impact reading?

The digital world is here to stay. PDFs and e-readers allow access to books without the space and weight constraints of traditional texts. Given this and that students are constantly surrounded by the virtual world, it is unsurprising that many students prefer digital books (Singer & Alexander, 2017a; Singer-Trakhman et al, 2019). Teachers, however, must question when digital texts are most effective and if there are drawbacks to them that we have not considered.

While this post is primarily aimed at teachers (blame my MEd), it can be useful for parents and students too! A summary is given in the section below, allong with a more detailed analysis after the second picture.

Image credit: geralt  (n.d.). [A book and a mobile device with a bookshelf background]. Retrieved Feb 11, 2023, from https://pixabay.com/photos/books-smartphone-hand-keep-mobile-3348990/

The TL;DR

The brain process information presented on paper differently than that presented digitally, although we are still determining why this happens. All else equal, students have consistently better reading comprehension when working on paper. 

High school and post-secondary students tend to rank themselves higher on comprehension when reading digitally, even though it does not reflect reality. 

The genre of the text matters. There is no statistically significant difference in reading comprehension for narrative texts between paper and digital mediums. Meanwhile, there is a very significant difference for informative texts. 

The longer a digital reading is, the exponentially greater the resources required to keep the brain on task. Comprehension on short digital readings is at least close to paper readings; comprehension on longer passages is not. 

Digital enhancement is not a replacement for a knowledgeable mentor. Students reading on paper with a teacher to guide them consistently outperformed reading on any digital medium.

On the other hand, texts designed to take avantage of digital enhancements - such as with activities, videos, and a built-in digital dictionary - do acheive better comprehension than reading the same text on paper without a teacher’s support. 

Digital mediums do not influence test-taking positively or negatively. Outcomes correlate to whether the student studied on paper or digitally, regardless of the test’s format. 

Want to know more? Read on!

Image credit: zapCulture (n.d.). [Girl working on laptop with School Supplies]. Retrieved Feburary  12, 2023, from https://pixabay.com/photos/girl-laptop-school-supplies-student-5662435/

Comprehension

The overwhelming consensus amongst the studies surveyed is that reading comprehension is better when texts are on paper (Clinton, 2019; Delgado et al, 2018;   Furenes et al, 2021; Gudinavičius, 2016; Mangen et al, 2013;  Singer & Alexander, 2017a; Singer-Trakhman et al, 2019). Most worryingly, the effect size of reading digitally is –0.21, about equivalent to two-thirds of a year’s reading comprehension progress (Delgado et al, 2018)! There are, however, nuances within these results — reading digitally does not appear to impact comprehension for narrative texts the same way it does for informative texts (Clinton, 2019; Delgado et al, 2018). The inclusion of a digital dictionary can disrupt the flow of reading and decrease comprehension, but it does improve vocabulary building. Likewise, reading with an adult mentor yields higher comprehension than any form of digital reading, but digital enhancements aimed at improving comprehension produce better results than reading unguided on paper (Furenes, 2021).

Attention

Screen reading also appears to impact the attentiveness of the reader to the text. Gudinavičius’ (2016) research indicates there are significant differences in the level of attention required when reading in different formats with the most pronounced being between reading in print vs on an iPhone. This corresponds with meta-analysis indicating that information is more shallowly processed in the digital medium, making it more difficult to engage with sustained challenging tasks (Delgado et al, 2018). This implies that deeper and more critical thought is demanding in the digital format because more cognitive resources are required to keep the brain on task. It also follows that the longer a passage is, the exponentially more difficult it will become to process in digital format, a key consideration for teachers to bear in mind. 

Test Taking

One question teachers may have given the rise of digital tests is if reading on a screen influences test results. Current research suggests that the medium a student takes a test in does not influence the end result. Likewise, it does not matter if students take tests in the same medium they studied in initially (Ben-Yehudah & Eshet-Alkalai, 2020). What does matter is whether they read digitally or on paper while studying, with hardcopies producing better results regardless of test format (Ben-Yehudah & Eshet-Alkalai, 2020; Mangen et al, 2013).

Image credit: sik-life(n.d.). [ebook plugged into paper books]. Retrieved March 1, 2023, from https://pixabay.com/photos/girl-laptop-school-supplies-student-5662435/

A Note of Caution

All of the conclusions we can draw about reading on screens vs paper have studies presenting contradictory evidence (Chen & Catrambone, 2015; Schwabe et al, 2021). Several meta-analyses (Singer & Alexander, 2017b; Furenes et al, 2021) provide a possible explanation: studies have failed to define what they count as reading in the first place and are inconsistent about the texts and formats they use in their studies. It is essential for teachers to be aware above all else that the question of how reading on screens impacts comprehension is a complex issue that we are just beginning to unpack. There are many caveats to be aware of when assessing the media format a text should be presented in. Our answers in this field are tentative, not definitive, so remaining abreast of current research will be essential.

Implications for Teaching

Research seems to clearly indicate that when studying academic material, working from paper is best, especially if details are required. Furthermore, the advantage that physical texts have over digital is also more pronounced when time constraints are a factor (Delgado et al, 2018). This is especially worrying when paired with the tendency for students to be overconfident in their knowledge when working digitally (Clinton, 2019; Singer & Alexander, 2017a; Singer-Trakhman et al, 2019). This is a clear warning sign for teachers — we must encourage the use of physical books for academic topics, especially when working digitally would be more convenient. The instinct for students to cram at the last minute by rereading their class’ slides is strong and may leave students feeling positive, but it does not translate to better performance. 

Teachers must also consider what type of texts their students use digitally. A digital format is much more appropriate for narrative stories in Language Arts than it is for learning about activation energies in Chemistry. Teachers should be especially aware that while providing students with a PDF of their textbook is appropriate — emergencies happen and PDFs are useful for a variety accommodations, including speech-to-text — unless there is a specific reason to use PDFs, they should be a last resort, not the student’s goto for deskwork. A textbook that has been enhanced to take advantage of digital interactivity, on the other hand, may be much more appropriate for students to use a home when they do not have access to their teacher.

References

Ben‐Yehudah, G., & Eshet‐Alkalai, Y. (2020). Print versus digital reading comprehension tests: Does the congruency of study and test medium matter? British Journal of Educational Technology, 52(1), 426–440. https://doi.org/10.1111/bjet.13014

Chen, D.-W., & Catrambone, R. (2015). Paper vs. Screen: effects on Reading Comprehension, Metacognition, and Reader Behavior. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 59(1), 332–336. https://doi.org/10.1177/1541931215591069

Clinton, V. (2019). Reading from paper compared to screens: A systematic review and meta‐analysis. Journal of Research in Reading, 42(2), 288–325. https://doi.org/10.1111/1467-9817.12269

Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 25, 23–38. https://doi.org/10.1016/j.edurev.2018.09.003

Furenes, M. I., Kucirkova, N., & Bus, A. G. (2021). A comparison of children’s reading on paper versus Screen: A meta-analysis. Review of Educational Research, 003465432199807. https://doi.org/10.3102/0034654321998074

Gudinavičius, A. (2016). Towards understanding the differences between reading on paper and screen. Libellarium: Časopis Za Istraživanja u Području Informacijskih i Srodnih Znanosti, 9(1), 175–184. https://doi.org/10.15291/libellarium.v9i1.240

Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61–68. https://doi.org/10.1016/j.ijer.2012.12.002

Schwabe, A., Brandl, L., Boomgaarden, H. G., & Stocker, G. (2021). Experiencing literature on the e‐reader: The effects of reading narrative texts on screen. Journal of Research in Reading, 44(2), 319–338. https://doi.org/10.1111/1467-9817.12337

Singer Trakhman, L. M., Alexander, P. A., & Berkowitz, L. E. (2019). Effects of processing time on comprehension and calibration in print and digital mediums. The Journal of Experimental Education, 87(1), 101–115. https://doi.org/10.1080/00220973.2017.1411877

Singer, L. M., & Alexander, P. A. (2017). Reading across mediums: Effects of reading Digital and print texts on comprehension and calibration. The Journal of Experimental Education, 85(1), 155–172. https://doi.org/10.1080/00220973.2016.1143794Singer, L. M., & Alexander, P. A. (2017). Reading on paper and digitally: What the past decades of empirical research reveal. Review of Educational Research, 87(6), 1007–1041. https://doi.org/10.3102/0034654317722961

[thesefallenembers]

the problem with reading and writing leading to a strong vocabulary is that you tend to know the vibe of words instead of their meanings.

if I used this word in a sentence, would it make sense? absolutely. if you asked me what it meant, could I tell you? absolutely not.

[disableddyke]

[one-time-i-dreamt]

George Bush Jr. was the new primary school teacher.

[stingrayextraordinaire]

Another year, another group of my delightful ninth graders trying to spell the word "tragedy" for their Romeo and Juliet assignment.

Last year's collection

[carpethedamndiemdejavu]

- James Baldwin talking about Love

[ahotknife]

the thing is that childhood doesn't just end when you turn 18 or when you turn 21. it's going to end dozens of times over. your childhood pet will die. actors you loved in movies you watched as a kid will die. your grandparents will die, and then your parents will die. it's going to end dozens and dozens of times and all you can do is let it. all you can do is stand in the middle of the grocery store and stare at freezers full of microwave pizza because you've suddenly been seized by the memory of what it felt like to have a pizza party on the last day of school before summer break. which is another ending in and of itself

[evanclarkart]

Compost poster I designed for educational purposes.

I own full copyright and I give permission to teachers and educational and non-profit organizations to print and use this poster to promote composting. Do not alter the design or use for profit.

HIGH RES PDF VERSION (12x18in)

[thundersbugs]

[catchymemes]

[herbarimoon]

He's now in pathetic babygirl era

[000bun]

[my-autism-adhd-blog]

The 8 Senses

The Autistic Teacher

[foldingfittedsheets]

When I was learning German my teacher pulled me aside to ask which of my parents spoke German. I was confused and said neither. Then belatedly I remembered that my dad did speak very rudimentary German after being stationed in Heidelberg for a few years.

This teacher was well loved but very strict, being questioned by her was always a little intimidating. I didn’t know why she was asking.

She pressed to ask if he spoke it with me and I laughed nervously and said no I asked him not to speak it because he couldn’t even conjugate verbs.

Apparently my accent was so good that she assumed I’d had more than one year of practice. The problem was my vocabulary. Ironically I needed her to translate the word for accent as I was unfamiliar with it. I was a decent student but some words tripped me up.

One day she conducted an oral exam and asked us to talk about the hospital. We could say whatever we wanted. In the middle of my nervous little monologue about how we go to the hospital when we are sick and the doctors and nurses help us she suddenly burst out laughing.

I had never seen her laugh before, at least not more than a sensible chuckle. But here she was, bent over her stomach cracking up leaving me baffled as to how talking about the nurses could possibly have inspired this extreme hilarity.

The word I was trying to use for nurse was “Pfleger” but I’d said “Fluger”. (Possibly fliegen? It’s been a long time) What I said was close to fly, and the teacher was imagining flying nurses drifting along the hospital wing.

She apologized and tried to compose herself but she admitted that hearing my extremely competent accent saying absolute nonsense was the highlight of her week.