The impact of reading medium on text comprehension among vocational students.
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| Title: | The impact of reading medium on text comprehension among vocational students. |
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| Authors: | Holsey Foss, Viktoria (AUTHOR), Støle, Hildegunn (AUTHOR), Magyari, Lilla (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Apr2026, Vol. 70 Issue 3, p721-735. 15p. |
| Subjects: | Reading comprehension, Vocational school students, Reading strategies, Phonological decoding, Educational technology, Reading |
| Abstract: | The present study investigated whether different reading mediums impact the text comprehension of students at a Norwegian upper secondary School of Vocational Education and Training (VET; n = 106, M = 16.5), and whether the impact differed according to individual differences in comprehension outcomes and decoding skills. In a within-subjects experimental design with presentation order counterbalanced, students read two informational texts on their own laptop computers and printed A4 booklets. Results indicated that the whole sample had lower text comprehension on screen compared to on print. There was also an effect of decoding skills on overall text comprehension, but no significant interaction between medium and decoding skills. However, when dividing into higher and lower comprehension groups, only lower performers experienced a significant medium effect. Given the prevalence of screens in upper secondary classrooms, these findings suggest that educators should be aware of challenges with, and teach strategies for, screen reading. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The present study investigated whether different reading mediums impact the text comprehension of students at a Norwegian upper secondary School of Vocational Education and Training (VET; n = 106, M = 16.5), and whether the impact differed according to individual differences in comprehension outcomes and decoding skills. In a within-subjects experimental design with presentation order counterbalanced, students read two informational texts on their own laptop computers and printed A4 booklets. Results indicated that the whole sample had lower text comprehension on screen compared to on print. There was also an effect of decoding skills on overall text comprehension, but no significant interaction between medium and decoding skills. However, when dividing into higher and lower comprehension groups, only lower performers experienced a significant medium effect. Given the prevalence of screens in upper secondary classrooms, these findings suggest that educators should be aware of challenges with, and teach strategies for, screen reading. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2025.2506387 |
