Reading digitally for leisure offers less assistance in improving comprehension compared to traditional print reading.
In a recent study, Lidia Altamura García, a PhD student at the University of Valencia in Spain, and her colleagues explored the long-term impact of digital reading on the reading comprehension of secondary school students [1]. The study, presented at the EARLI 2025 conference, employed a long-term dynamic approach, focusing on improving digital reading skills over an extended period.
The study found that the challenges digital reading presents may be harder for younger students to overcome due to their sensitive periods of development. However, for older students in high school and college, the connection between digital leisure reading and reading comprehension was positive, albeit smaller than it would be if they had read print.
The study analysed 30 studies published between 2000 and 2022, involving approximately 161,469 participants from at least three dozen countries. Interestingly, the study found no significant difference between digital leisure reading and other types of digital reading, such as chatting or checking social media.
However, the study did find a prevalent "screen inferiority effect", indicating better reading comprehension in print. If a student spends 10 hours reading in print in their free time, their ability to comprehend is likely six to eight times higher than if they read on digital devices for the same amount of time. For younger students in primary and middle school, digital leisure reading had a negative impact on reading comprehension.
Despite these findings, the study does not declare war on new technologies. Instead, it emphasizes the importance of considering how they are used and implemented in education. Altamura encourages educators and parents to pay attention to the reading medium children use for reading.
The study is currently investigating the relationship between digital reading frequency and reading comprehension in primary school students. Unfortunately, specific experimental design, data collection procedures, or precise outcomes are not detailed in the available sources. For a deeper understanding, accessing the full conference paper or publication by Altamura and colleagues would be necessary.
In summary, the study suggests that digital reading comprehension can be improved over time with a long-term dynamic approach. However, for younger students, digital leisure reading may have a negative impact on reading comprehension. The study does not provide specific information about the subjects or content in which digital reading might be more beneficial or detrimental, nor does it offer information about the level of skills needed for digital reading to have a positive impact on reading comprehension.
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