CULTURE-LANGUAGES-MEDIA

Independent Project with Specialization in English Studies and Education

15 Credits, First Cycle

Digital Reading versus Print Reading in The Classroom

Digital läsning kontra läsning av tryckt text i en undervisningskontext

Isra Alshairawi

Master of Arts in Secondary Education, 270 credits English Studies and Education 2021-02-14

Examiner: Björn Sundmark Supervisor: Henry King

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Abstract

In today’s society, people are surrounded by digital media. As a consequence of this societal change,

digital features are becoming more common in classrooms and in education. Traditionally, reading

and learning has made use of printed texts and has been seen as a norm. However, this is changing,

and educators face a new situation. The purpose of this research synthesis is to examine the role

of reading comprehension when reading digital texts in school, and present research on how

reading digital text compares to reading print texts. 90 college students were used in an investigation

on the matter of comparing reading comprehension across paper, computer screens, and tablets

(Chen et al., 2014). The results indicated that the group of students reading from paper performed

significantly better regarding the reading comprehension than those who read through electronic

devices according to the investigators (Chen et al., 2014). A factor that contributed to this result is

that screen lightning affects students thus leads them to fatigue while reading from the screen. In

the discussion, the possible implications these findings may have on educational practices are also

brought up.

Key words: Reading comprehension, printed texts, digitized texts, screen reading, e-books, printed reading,

reading technology

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Table of contents

1. Introduction 5

2. Aim and research question 7

3. Methods 8 3.1 Search delimitation 8 3.2 Inclusion 8 3.3 Exclusion 9 Table 1. Inclusion and Exclusion criteria 9

4. Results 11 4.1 Reading comprehension across the different medias 11 4.2 The flaws of digital reading 14

5. Discussion 18 Printed text superiority 18 Digital reading familiarity matter 19 Correlation with the National Curriculum 20

6.Conclusion 22

7. References 22

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1. Introduction

This essay research synthesis deals mainly with print reading and digital reading, and whether there

are any differences in reading comprehension between these two media formats. It also deals with

how essential it is for students to develop digital reading skills and for teachers to develop digital

reading teaching. To make it clear, digital reading in this study is concerned with the reading of

digital publications on websites, including linear texts such as e-book, novels and articles from

digital devices with screens (computers and laptops, smartphones, tablets devices). This research

synthesis analyzes research exploring the use and effect of digital text formats in classroom

teaching, and compares these with traditional, print-based reading instruction. I will review how

digital reading impacts students from lower secondary education to university education in today's

classrooms, and make suggestions on how teachers may proceed.

As young people grow up in a digitalized world, this becomes important to explore, since lack of

competence in digital reading could become an obstacle. According to Sackstein et al. (2015)

students began using e-books because of the improvements in technology. Digital texts have many

advantages over traditional books, such as online access, searchability, cost benefits, and portability.

As a result, many students replace their traditional textbooks with e-books. For this reason, they

become more unfamiliar with the printed format of literature. Sackstein et al. (2015) refers to

research made by Grace who argues that, as students move from paper-form to digital-form, it is

important to research the way in which they read from these new media. Moreover, the traditional

printed form as we know it has been reshaped and been converted because of the internet and

digital technology according to Ty (2018). Digital technology has affected literacy studies and

literature in various aspects. One of those aspects is that the usage of visual imagery has increased

due to the impact from the digital media, and the usage of the traditional printed form of reading

has decreased (Ty, 2018).

Skolverket (2020) writes about how teachers need to be more aware of what the educator is doing

and what is occurring in their classroom. When the educator has come to realize what he/she is

teaching and what is occurring in the classroom, the educator can keep on developing that aspect

and also keep up with the evolving technology and digital literature (Skolverket, 2020).

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In this study I will showcase varieties of research that pinpoint the usage of digital reading in the

classroom. In the curriculum for the subject English they write that one of the learning objectives

for students is to analyze, critically examine and evaluate in order to be able to understand texts

(Skolverket, 2011, p. 2). But it is becoming increasingly difficult for students to pursue these goals

as schools have reduced interest in reading printed books due to an increasing and progressing

technology input in today's classroom. However, digital reading can also help students to become

more interested in reading literature in general. The young generation understands technology more

than the old generation since they have grown up in the era. The digital applications and e-books

can make them more interested in reading, which can result in them wanting to buy printed books

instead of reading in the traditional way.

The purpose of this study is to mainly examine the role of digitalization in education, what

opportunities and significance that can be found in digital reading with focus to emphasize

students' motivation to continue reading in traditional printed books in school while achieving the

learning outcomes. The goal is to inform aspiring teachers and teachers working in the field to gain

more knowledge in the area of this study. The purpose is also to raise awareness on the subject

matter with the help of empirical evidence on when/how teachers could use digital or the

traditional form, which is the printed format in the classroom and not to abandon traditional

reading practices due to the new technology. It is essential for teachers to develop an awareness of

how digitalization should be implemented in education. Due to the constant development of

technology and digitized reading, continuous research on this subject matter is essential to catch

up with the effects of digitized reading, and also with newer strategies of teaching practices. This

is why my focus in this paper is to investigate what digital reading in contrast to printed reading

affects students' reading comprehension and also to put forward the potential impact of these

findings on educational practice.

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2. Aim and research question

In this study, I will analyze research on the effects of digital reading in the classroom. Therefore, a

comparison between reading printed text and screen text is needed in order to showcase what

reading format is better suitable in the classroom. I have chosen studies that cover similar subject

areas but have different perspectives on the matter. Questions about classroom implementation of

digital text reading and the role of the teacher in this process are also raised. These aims lead to the

following research questions:

- In what way does digital text reading affect students' reading comprehension in comparison

to printed text reading?

- How can digital text reading in the classroom be supported by teachers?

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3. Methods

In the search process, I used different keywords in order to find my primary and

secondary sources. I chose to mainly use the database MLA since there exists a great deal of

research in the areas of languages and literature, which is my main area of interest in this study. I

also used databases Libsearch and Google Scholar to locate relevant research. The keywords and

search terms I have used are: Reading comprehension, printed texts, digitized texts, screen reading,

e-books, printed reading, reading technology. These keywords gave different results whereas links

could be found to educational websites both globally and locally. These search terms have resulted

in various articles which I narrowed down to the essential articles that were relevant to my research

topic.

3.1 Search delimitation

When searching for articles about reading comprehension, printed reading, printed texts, digitized

text, and screen reading through the database it presented an expanding result of articles regarding

the subject. However, the research needed to be specified to suit the topic of printed vs digital

reading in the classroom. Ten references about reading comprehension were therefore chosen in

this study and three references were used. Due to the connection with printed reading and printed

texts, many similar articles materialized when searching through the databases, hence seven articles

regarding printed reading and printed texts were inspected and three references were used.

Searching for digitized text and screen reading also presented various articles that were relevant to

my study area, hence, six references were chosen but three were used in this article. When searching

for reading technology and e-books only a few of the articles that were associated with my research

topic were presented. Three references were read through to find any essential connection to my

subject, however, only one reference was used in this study. The searches are summarized using a

table that is implemented in the last part of this method section.

3.2 Inclusion

I am going to include articles regarding digital technologies' effect on students reading texts such

as e-readers, as well as the impact of digital literature in the classroom. I am also going to include

articles and sources regarding plagiarism in relation to digital literature. I am going to include articles

of researchers who are writing about the evolving literature in the world of technology, what effects

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and impact it has in the classroom and on students related to my study. Since my study investigates

a general matter. I have decided to look into various research done from different parts of the

world about the implementation of digital reading and usage in the classroom to identify how the

subject is recognized by different researchers from distinct areas in the world and examine if they

agree or disagree on the terms. My focus is to investigate students' comprehension level, so I

decided to include research that showcases how their reading comprehension becomes affected by

reading from printed material and traditional formats.

3.3 Exclusion

What I am not going to include are articles and research focused on the subject of digital reading

for students that are under grade 7-9 but instead a range from secondary students to university

students, one reason for this is because I am future teacher for grade 7-9 which is relevant to me,

the other reason is also that the usage of digital text reading in formats such as e-books, articles on

the website is more relevant and common for students in lower- and upper secondary school which

might be due to the independence level for students to have access to search for digital literature

on the internet. In order to find proper comparison between the two different reading formats,

research on non-linear texts (ex. lines and pie graph) is excluded.

Table 1. Inclusion and Exclusion criteria

Area of interest Total number of references Number of references used

Reading

comprehension

10 3

printed reading,

printed texts

7 3

Digitized text,

screen reading

6 3

Reading

technology, e-

books

3 1

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4. Results

This section will present various studies on the subject to answer my research questions. The

studies summarize relevant information to the subject matter. The studies vary from information

about reading comprehension between screen- and printed reading, investigations on students,

examples of teaching methods on different reading devices, and to the flaws of digital screen

reading. The result section has the following structure: reading comprehension across the different

reading media, and the flaws of digital reading. Both sections contain forms of teaching practices

adapted to digital reading.

4.1 Reading comprehension across the different medias

A number of studies have shown that reading printed texts is better for reading comprehension in

comparison to digital reading. Many studies that are included below have done research studies and

experiments on subjects to present the outcome in reading comprehension when reading printed

and digital texts. For example, the studies from: Chen, et al (2014), The Journal of English Teaching

(2019) and Mangen, et al (2012). The experiments came to the conclusion that students perform

better in reading comprehension when working with printed texts. The studies introduced various

factors to the outcome of the result, for example that lack of familiarity with digital resources was

one cause to why students performed worse. Some studies in this section below suggest that

students and teachers need to have more knowledge and familiarity with digital reading media for

the sake of better reading comprehension.

Guang Chen, Wei Cheng Ting-Wen Chang, Xiaoxia Zheng and Ronghuai Huang (2014) contribute

with their research study ‘’A comparison of reading comprehension across paper, computer

screens, and tablets: Does tablet familiarity matter?’’. The authors study was to figure out the effects

and impact on subjects familiarity and reading comprehension across different digital reading

devices and printed reading. In their data analysis, 90 college students were used in their

investigation. The results indicated that the group of students reading from paper performed

significantly better regarding the reading comprehension than those who read through electronic

devices such as computers, tablets and smart-phones according to the investigators. The authors

confirmed that the previous study had come to the same conclusion regarding their subject area.

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The investigators also confirmed that the navigation when reading was still the main reason to

affect the process of reading thus how the screen lightning affected students and led to fatigue

when reading. However, when testing students with high level of tablet familiarity the results

indicated that they performed significantly better than the group who had lower level of tablet

familitarity regarding reading comprehension. They concluded that if schools provide students

enough, proper and appropriate training on electronic reading devices, they could have higher

familiarity and experience with tablets and devices and therefore gain better reading

comprehension.

Parlindungan’s (2019) study ‘’Print vs Digital Reading Comprehension In EFL’’ examines the

digital and printed reading comprehension for students with English as a foregin language (EFL).

Parlindungan writes how printed formats have served as a major language input for students, thus

an essential teaching tool for teachers to structure teaching and learning. However, due to the

influx of digital learning tools and digital texts today, it has reshaped the traditional teaching and

learning in schools. The article contributes with early and recent studies about the comparisons of

two reading formats in terms of the readers accuracy, speed and comprehension. The majority of

early studies showcased how the printed reading was superior over the majority of digital reading,

on the contrary of the recent studies after 2010 which showed digital reading superiority. However,

a smaller number of recent studies still agreed to the early study on how printed reading had its

advantage in comprehension. Parlindungan addresses a few likely factors causing the inconsistency

in the recent research such as the participants familiarity and experience with technology and digital

reading, the developed level of technology working as tools for reading.

Anne Mangen, Bente R. Walgeramo, and Kolbjørn Brøonnick (2012) contributed to their research

study ‘’Reading linear texts on paper versus computer screen: Effects on reading comprehension’’.

They made an investigation on 72 tenth graders from two different primary schools in Norway.

The students were randomized into two groups where one group read from a printed text (1400-

2000 words) and the other group were reading the same text from a computer screen. The authors

aim in their study was to investigate if there was any impact of the reading modality on certain

aspects regarding reading comprehension. The investigators already assumed that subjects would

perform better in reading comprehension when working with a printed text based on the existing

research. Subjects who read texts on paper performed notably better than those who read from

the computer screen according to the authors. The authors claim that there are several possible

factors to why subjects in their investigation that read printed text resulted higher in the reading

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comprehension test. Factors such as how scrolling on computer screens can hamper the process

of reading and how the computer screen light can cause fatigue when reading.

Sara J. Margolin, Micheal J. Toland, Casey Driscoll and Jennifer Little Kegler (2013) contribute

with their research study ‘’E-readers, computer screens, or paper: Does reading comprehension

change across media platforms?’’. The author's research seeks to answer the question if the reading

comprehension is affected by the different reading media: paper, computer and e-reader. They

continue writing how the amount of digital text is increasing and therefore research is essential to

determine if there is a comparison in the reading comprehension of digital texts and in a traditional

paper format. The authors demonstrated that the results have no notable differences amidst the

media presentation types. They continue to address if there were to be any comprehension

differences between the media types then the differences would be very small due to the results.

This result is important because it showcases that even though worries may exist that e-readers

and other digital text reading may affect the reading outcome such as distractions or the

requirement of working memory resources to operate the device, the reasons were minimal and

did not significantly limit readers’ comprehension during reading according to the authors.

Suzanne Sackstein, Linda Spark and Amy Jenkins (2015) study ‘’Are e-Books Effective Tools for

Learning? Reading Speed and Comprehension: iPad vs. Paper’’ seeks to answer their research

question to determine whether students are able to read the assigned digital text as effectively as

they are able to read text on paper. According to the authors, there are levels of comprehension

theory that can assess reading comprehension where there are a number of cognitive processes

involved. The first level indicates information that will contribute answers for accurate questions

that are stated in the text. The second level requires readers to access their background knowledge

in association with their understanding of the text. The last level requires readers to critically judge

the text while taking their own assumptions and experiences into account. When it comes to paper-

based vs. digital text, researchers have studied the differences between reading text from a paper

and from computer screens. Such as if reading comprehension changes across media platforms

and if familiarity matters when reading texts from tablets. The authors' results of their study

provided evidence that e-books and tablets may function as an effective tool for reading and

learning, but it does not hinder or compromise either comprehension or reading speed of students.

Julee Tanner (2014) contributes with her study ‘’Digital vs. Print: Reading Comprehension and the

Future of the Book’’. In order to determine what happens to books and libraries in the future,

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Tanner’s article will compile current research on how reading comprehension is affected and what

impact it has on each of the three current reading platforms: e-books, print books and books

downloaded onto computers and smartphones. Recent data on sales of the digital book has

indicated that it has risen and increased, while the purchases of traditional books has decreased

according to Tanner. The author addresses that the visual focus is needed when reading, whether

it is done in printed or digitized format, which results in a reduction in the frequency of eye blinks.

She claims that reduced blinking causes a condition commonly called ‘’dry eye’’ that increases the

rate of evaporation of tears on the eyes, and possibly leads to fatigue, headache, light sensitivity

and blurred vision. Tanner writes in her article that ocular discomfort and perceptual difficulty has

been experimentally demonstrated to compromise one’s ability to learn from a text, regardless of

the reading format, a phenomenon that becomes noticeable as the reading duration is lengthened

and the text difficulty increased. When reading on paper and on computer screens compared, the

digital text is worse than the printen format when it comes to the optical ill.

4.2 The flaws of digital reading

The studies above demonstrate that printed reading is superior to digital reading in the matter of

reading comprehension. Some researchers in the previous section also conducted with reasonable

factors to its result, thus some cons to digital reading. Tanner (2014) is one of the authors

introduced in the studies above that states that visual focus is needed when print- or digital reading.

However, the studies introduced above briefly explain reasons why print reading is superior to

digital reading. Additionally, to acquire more intuition, the studies below present the underlying

causes of why digital reading is inferior to printed reading, hence the flaws of digital reading.

Karen Bromley (2010) study ‘’Picture a World Without Pens, Pencils, and Paper: The

Unanticipated Future of Reading and Writing’’ introduces some challenges to consider regarding

the transfer from traditional style of learning to digital learning on reading and writing. The author

acknowledges three possible challenges. The first challenge discusses the disorganized nature of

digital literacy, the second challenge involves the possibility of increased plagiarism. The third

challenge deals with the developing nature of the English language as it is known and teaching in

general. Bromley claims the internet diminishes the capacity of concentration and reflection, in

some aspects digital reading and writing has become more disorganized than the traditional reading

and writing. For example, when reading an article on a newspaper’s website, an email box or a bell

appears on the side of the page that demonstrates the appearance of a new message which can

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distract our focus. Bromley states the digital access may also implement stealing. The author brings

up an example of plagiarism exposed by a student majoring in mechanical engineering, the student

discovered 39 plagiarized theses with material duplicated from textbooks, other theses, journal

articles and the Internet. However, the important question is what should be taken into account

of struggling students and those students who have grown up in a digital age who often use

technology more practically than the traditional reading skills such as, printed format and books.

The author concludes by demonstrating options for the teacher - which entails blending

assignments. Teachers can create assignments that combine students' in-school-literacies with their

out-of-school literacies. For example, to require from students both paper and electronic

references and citations in their work.

Anna Kajanders (2015) study ‘’Studying E-books and Reading Experiences in Ethnology’’ focuses

on the subject of digitized reading in comparison to printed formats. The author also showcases

how recent changes in book cultures and new reading habits changes and affects the material

culture. Kajander writes how the forms differ from each other and should not be seen as a

development of the printed books. Digitized books have been published since at least the 1970’s

according to Kajander. E-books were not a realistic option for reading and printed books until the

wireless development communication and the high resolution screens that are portable and small

enough to be held single handed. In other words, e-books are easily readable and available which

is a success for the reading public. However, Kajander writes that there are consequences in the

terms of the new digitized reading practises. Researchers suggested that there are differences in

reading printed and digital format in terms of understanding the text. One study in Kajanders

article showcases that reading comprehension declines when reading on a computer screen.

Another issue is the lightning from the screens which can be tiring for the eyes when reading in

comparison to the printed format. Kajander writes how studies have argued how students have

lost interest in reading books now that literature has to compete with other forms of (digital)

entertainment. Researchers also critique that there will be a point where books are not considered

interesting anymore according to the publisher.

The optometrist Mark Rosenfields (2011) study ‘’Computer vision syndrome: A review of ocular

causes and potential treatments’’ demonstrates how the dry eye is not only caused by the

illuminated display, but also the angle at which text on the screen or the computer is usually read.

Rosenfield explains that reading from the upright angle of a computer screen results in an exposure

of the cornea and only partial eye blinks. Compared to the upright angle of reading on a screen,

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printed formats are read at a lower angle which results in a more closed eye position and a cause

of frequent blinking according to the optometrist. The continuous writing describes how the visual

discomfort caused by dry eye affects one’s reading comprehension which is caused from reading

on the digitized screen, however, printed formats of reading will continue to be in a higher-ranking

in the case of reading comprehension, especially when reading longer and more challenging texts.

Eleanor Ty (2018) writes in her article ‘’Teaching Literatures in the Age of Digital Media’’ that

digital technology has affected ways of reading texts such as e-readers and online access to research

material. According to Ty, digital technology and the internet have converted and reshaped

literature, and how the digital functions as a tool and is an advantage for authors and readers to

produce, share and consume literature. Digital technology has affected literacy studies and literature

in various aspects. First, the usage of visual imagery has increased due to the impact from the digital

media, and the usage of the traditional printed form of reading has decreased. Second, Web 2.0 has

redefined and broadened our definition and interpretation of authorship and authors. Web 2.0 is

commonly associated with user-generated content and participation on platforms such as Youtube,

Facebook and Wikipedia. Artistic literature such as comics and graphic novels, which is included in

the visual imagery, have developed dramatically in the twenty-first century due to its popularity.

Instructors and teachers can use artic literature such as instagram poetry or webcomics to discuss

essential issues in certain areas. The author also concludes how digital narratives combine the

textual and the visual to find balance and to appeal to today's digital generation of students,

exemplifying that the ethnic, thematic and generic diversity of literature can be integrated into the

classroom.

The findings introduced from Bromley (2010), Kajander (2015) and Rosenfield (2011) all claim

that factors that have negative impact on reading comprehension are for example: distractions from

the internet, declining reading comprehension caused by screen reading, screen lightning which

promotes fatigue and can be tiring for the eyes, thus how the illuminated display causes frequent

blinking called dry eye. Rosenfield (2011) writes in his research that the visual discomfort caused

by dry eye when reading from digitized screens is a factor to the disturbance in one's reading

comprehension, hence how printed reading is at a higher level in comprehending texts. To shed

light upon and to conclude the studies contribution, they convey that print reading will not

interrupt the reading process and will not affect reading comprehension the way digital reading

does.

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5. Discussion

Interesting and important research that was conducted in the result section will be discussed in this

section. I will discuss how the different research findings are linked to my research questions. I will

also discuss how these findings are connected to the National Curriculum.

Printed text superiority

The first and main aim of this present study was to compare and demonstrate digital text reading

to printed text reading with evidence from the chosen research. Nine out of the ten empirical

research studies agree upon one common subject, that reading from the printed text is better and

superior for students reading comprehension than reading from digitized devices. Margolin et al.

(2013) present research that seeks to find the answer to the question if comprehension in a

computerized environment is equal to comprehension of text presented in a traditional paper

format. The authors study concludes that there is minimal difference between the different reading

media, but that the printed texts had its advantages regarding comprehension. Chen et al.(2013)

study to figure out the effects and impacts on students' reading comprehension and familiarity

when reading different digital devices and printed reading. They concluded with the results of the

printed text being better for students comprehension due to different factors. Kajander (2015) also

stated in her text how digital reading impacts students negatively and how reading from printed

texts is more comprehensible for students reading. Mangen et al. (2012) made an investigation on

72 tenth graders to showcase if there were any differences when the students read the same text

from a computer screen and a printed text. They came to the conclusion that students performed

significantly better than those who read from the screen. Parlindungan (2019) made a study on if

EFL students' comprehension would vary when reading on screens and on printed text.

Parlindungan also came to the same conclusion that reading from printed texts was superior.

Tanner (2014) made a comparison between digital and printed comprehension and continues to

write the flaws when reading on a screen. Therefore, she concludes that reading comprehension is

better when reading printed text. Bromley (2010) also writes how reading printed texts is better

suited for students due to the disadvantages of reading through digitized devices. Rosenfields

(2014) writes how reading through printed texts is comfortable for the eyes and how it does not

affect the eyes unlike reading from a screen. She continues to write how printed text reading does

not disturb the reading process and therefore not affect reading comprehension. Sackstein et al.

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(2015) study was to indicate whether students were able to comprehend and read digital texts as

effectively as reading on paper. The authors came to the conclusion that reading through different

screen devices had overall the same impact on reading comprehension. However, the printed texts

remained more sufficiently better than digital reading.

Some researchers such as Bromley (2010) and Margolin et al. (2014) and Chen et al. (2014) agree

that the usage of digital literature in the classroom can become a challenging matter due to aspects

such as the digital can cause distractions in students' concentration and the transition from paper

form to electronic text can affect how students read, as well their reading comprehension. Tanner

(2014) refers to other researchers in her study, claiming that e-paper is potentially superior to the

printed paper in the case of optics, due to the customizable resources of the platform. The author

(2014) also writes that one’s reading comprehension has improved when point size and line spacing

are increased. On the subject of improving comprehension when reading e-papers, further

evidence of a reader's visual discomfort to the single-spaced lines of text is potentially superior

optics of e-readers and might enhance comprehension (Tanner, 2014) It is therefore vital for

researchers to investigate the effects of digital literature and examine if it is a matter of familiarity

issue - perhaps the students need more practice to gain better understanding when reading from

digital devices such as tablets.

Digital reading familiarity

The other aim in this study was to review how faculty members and the educational environment

should process this subject to improve students' reading if the results indicated that digital reading

is harmful for students. Some researchers such as Chen et al (2014), Kajanders (2015) and Tanner

(2014) claims how there is an ongoing transition of reading from printed text to digitized texts as

in screens, therefore the book is challenged by the digital reading devices (laptops and computers,

e- books, tablet devices, smart phones). Mangen et al. (2012) also includes that the paradigm of

reading, especially for young people is very screen based and not paperbound due to today's highly

developed digitized society. The majority of the research findings included in their texts how

technology overflows the educational environment thus how reading texts through screens is

getting more common by each day technology develops and asserts itself in education. Kajanders

(2015) showcases how the recent changes from traditional book culture to a more developed

reading habits as in digitized reading changes and affects the way we read. Due to this reason,

critiques from researchers say that printed books will not be considered to be interesting anymore

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in the future according to Kajanders study (2015). Chen’s et al. (2014) investigation on 90 college

students' reading capability through printed and digital reading indicated that testing students with

high lever of tablet device familiarity performed significantly better than those who had lower level

of tablet familiarity connected to reading comprehension. The authors (2014) also concluded that

if schools provide students proper training on digital reading devices, they would gain better

reading comprehension due to the higher familiarity with digital devices. Bromley (2010)

introduced in her study challenges for students of transitioning from reading paper-texts to

digitized texts. To prevent these challenges, she concluded demonstrating options for the teachers

which entails blending assignments. She meant how teachers need to find a balance of

implementing both electronic and printed assignments for students. All things considered, it is

unclear whether reading printed texts will be as common as it was before and today in the near

future, it is therefore necessary to provide proper training and education for students and teachers

on the digital devices to perform better while reading digital texts.

Correlation with the National Curriculum

In the national curriculum for the subject English they address that one of the learning objectives

for students is to critically examine, evaluate and analyze for the purpose of being able to

understand texts (Skolverket, 2011). Skolverket (2020) also states how the digitized world is forever

progressing and that it is crucial to inform academic members of the new digitized perspectives in

school. Skolverket (2020) defines four aspects of digital competence and one of those is that

students need to comprehend and use digital sources and media. It is therefore vital to inform

faculty members, especially teachers, the effects of students reading from digital screens if the

national curriculum learning objects and statements are to properly function in a classroom.

Sackstein et al. (2015) conducted a study that dealt with students studying in South Africa. The

study was necessary to determine whether students are able to read the categorized digital text as

effectively as they are able to read text on paper. To achieve the goal of their study, a quasi-

experimental within subjects design was operated in order to compare the reading speed and

comprehension performance of 68 students. Further, Sacksten writes about an existing research

which examined the effects of digital storytelling experience on pre-teachers' capability towards

educational technology. 98 pre-service teachers participated in the study. The goal of the study was

that even though it is important for pre-service teachers to have knowledge about educational

technology and classroom technology integration. The essential part is about transferring the

technology knowledge and skills which they already retain into the learning environment. It is how

you implement and use it in the classroom.

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6. Conclusion

The aim of this research was to perceive how digital reading in comparison to digital reading affects

students and how digital text reading in the classroom can be supported by teachers. When

comparing both reading formats, printed texts showed to be superior to digital texts in regards to

reading comprehension. Researchers conducted information on how reading through screens can

be discomforting and disturbs students' reading process and also their reading comprehension,

therefore is printed text reading more suitable in the classroom. For the purpose of achieving

adequate reading, familiarity in digital devices is needed to provide better reading comprehension.

Faculty members and students need proper education to comprehend digital reading devices.

Before implementing digital reading assignments in the classroom, faculty members should be

aware of the flaws and needs.

The research question on the comparison of digital and printed reading comprehension is

common, therefore results on the common research question are most likely the same. Due to this

reason, the same researchers tend to refer to each other to strengthen their thesis and I was only

able to find limited variation of research.

It would be intriguing for future research to find any teaching tool in prevention to provide a better

digital reading process. It is beneficial to find out, specifically for faculty members, if there was any

accurate and empirically based method on how teachers can avoid providing negative side effects

of reading digital texts when giving assignments. This could be done by having teachers try various

practices that include students working with digital devices in the goal to achieve familiarity and

gain experience with different digital reading platforms. Another intriguing aspect is to see which

of the many electronic reading devices work best for students’ comprehension, then implement

that specific device in teaching and learning.

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7. References

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