International Journal of Educational Research Volume 58, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd
To explore effects of the technological interface on reading comprehension in a Norwegian school context.72 tenth graders from two different primary schools in Norway.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.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 policymaking and test development are discussed.
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(1), 61-68. Elsevier Ltd. Retrieved February 15, 2019 from https://www.learntechlib.org/p/131793/.
i-MARSI iPad Metacognitive Awareness of Reading Strategies Inventory: Using an Inventory to Survey Students Cognitive Monitoring of Strategies
Victoria Cardullo, Auburn University, United States; Nance Wilson, SUNY Courtland, United States; Vicky Zygouris-Coe, University of Central Florida, United States; Chih-hsuan Wang, Auburn University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1347–1356
Christopher Devers, Indiana Wesleyan University, United States; Stefanie Panke, University of North Carolina at Chapel Hill, United States
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Miri Shonfeld, Kibbutzim College and Mofet, Israel; Hagit Meishar-Tal, Holon Institute of Technology, Israel
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Nigel Smith, Charles Erlam, Naomi Quirke & Grace Sylvester, Laidlaw College
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