Rock-Paper-Screen: Fifth-graders' comprehension of simple and enhanced digital text.
Saved in:
| Title: | Rock-Paper-Screen: Fifth-graders' comprehension of simple and enhanced digital text. |
|---|---|
| Authors: | Brinchmann, Ellen Irén (AUTHOR), Braeken, Johan (AUTHOR) |
| Source: | Learning & Individual Differences. May2026, Vol. 128, pN.PAG-N.PAG. 1p. |
| Subjects: | Reading comprehension, Fifth grade (Education), Educational technology, Reading, Online reading programs |
| Abstract: | In this experiment, we compared 338 fifth-grade students' comprehension of text presented in three formats: paper, a simple linear digital format, and an enhanced digital format with an embedded dictionary. We also collected data on the students' prior reading comprehension skills, word reading efficiency, and daily digital device use, which allowed us to investigate whether medium effects varied depending on individual differences in reader characteristics. The results revealed no differences in students' text comprehension across the three reading formats. Additionally, there was no indication that performance across reading formats varied depending on students' prior reading skills or digital experience. Although we found no evidence that the embedded dictionary had an impact on students' text comprehension, the process data suggested that students used the dictionary strategically by clicking on words that were central to understanding the ideas presented in the text. Understanding the costs and benefits of on-screen reading is important, as digital reading devices have become integral to social communication and educational activities, increasingly so for younger readers. Although previous research on adults and adolescents commonly reports detrimental effects of screen reading, we found no evidence that tablet reading impaired fifth graders' comprehension of grade-level narrative and expository texts in the classroom. Moreover, while not detrimental, digital text enhancements offered no clear benefit: access to an embedded dictionary had no immediate impact on students' understanding of the texts. These results were consistent across different reading-skill levels. • Fifth graders read texts on paper, tablet, and tablet with an embedded dictionary. • There were no differences in students' comprehension of the texts across formats. • No moderating effects of students' prior reading skills or digital experience • Students used the embedded dictionary strategically. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning & Individual Differences is the property of Elsevier B.V. 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 |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 193398066 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Rock-Paper-Screen: Fifth-graders' comprehension of simple and enhanced digital text. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Brinchmann%2C+Ellen+Irén%22">Brinchmann, Ellen Irén</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Braeken%2C+Johan%22">Braeken, Johan</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Learning+%26+Individual+Differences%22">Learning & Individual Differences</searchLink>. May2026, Vol. 128, pN.PAG-N.PAG. 1p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Fifth+grade+%28Education%29%22">Fifth grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Online+reading+programs%22">Online reading programs</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this experiment, we compared 338 fifth-grade students' comprehension of text presented in three formats: paper, a simple linear digital format, and an enhanced digital format with an embedded dictionary. We also collected data on the students' prior reading comprehension skills, word reading efficiency, and daily digital device use, which allowed us to investigate whether medium effects varied depending on individual differences in reader characteristics. The results revealed no differences in students' text comprehension across the three reading formats. Additionally, there was no indication that performance across reading formats varied depending on students' prior reading skills or digital experience. Although we found no evidence that the embedded dictionary had an impact on students' text comprehension, the process data suggested that students used the dictionary strategically by clicking on words that were central to understanding the ideas presented in the text. Understanding the costs and benefits of on-screen reading is important, as digital reading devices have become integral to social communication and educational activities, increasingly so for younger readers. Although previous research on adults and adolescents commonly reports detrimental effects of screen reading, we found no evidence that tablet reading impaired fifth graders' comprehension of grade-level narrative and expository texts in the classroom. Moreover, while not detrimental, digital text enhancements offered no clear benefit: access to an embedded dictionary had no immediate impact on students' understanding of the texts. These results were consistent across different reading-skill levels. • Fifth graders read texts on paper, tablet, and tablet with an embedded dictionary. • There were no differences in students' comprehension of the texts across formats. • No moderating effects of students' prior reading skills or digital experience • Students used the embedded dictionary strategically. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Learning & Individual Differences is the property of Elsevier B.V. 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=193398066 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.lindif.2026.102896 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 1 StartPage: N.PAG Subjects: – SubjectFull: Reading comprehension Type: general – SubjectFull: Fifth grade (Education) Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Reading Type: general – SubjectFull: Online reading programs Type: general Titles: – TitleFull: Rock-Paper-Screen: Fifth-graders' comprehension of simple and enhanced digital text. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Brinchmann, Ellen Irén – PersonEntity: Name: NameFull: Braeken, Johan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10416080 Numbering: – Type: volume Value: 128 Titles: – TitleFull: Learning & Individual Differences Type: main |
| ResultId | 1 |
