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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.
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]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The impact of reading medium on text comprehension among vocational students.
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  Data: <searchLink fieldCode="AR" term="%22Holsey+Foss%2C+Viktoria%22">Holsey Foss, Viktoria</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Støle%2C+Hildegunn%22">Støle, Hildegunn</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Magyari%2C+Lilla%22">Magyari, Lilla</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Apr2026, Vol. 70 Issue 3, p721-735. 15p.
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  Data: <searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+school+students%22">Vocational school students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+strategies%22">Reading strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+decoding%22">Phonological decoding</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/00313831.2025.2506387
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      – Code: eng
        Text: English
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      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Vocational school students
        Type: general
      – SubjectFull: Reading strategies
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      – SubjectFull: Phonological decoding
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              M: 04
              Text: Apr2026
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