Does Medium Matter? Calibration and Comprehension of Narrative and Expository Texts in Print and Digital

• In Event: AERA Poster Session 9
  In Poster Session: Supporting Learning Through Fundamental Cognitive Processes

Abstract

The goal of the present study was to examine the effect of medium type (print & digital) on comprehension performance and monitoring accuracy of linear narrative and expository texts. Participants were 38 ethnically-diverse, tenth-grade high school students from a predominantly low-socioeconomic region in northeastern United States. Results indicated that there were no differences in comprehension performance across medium type. However, there was a significant main effect between texts’ genre type and marginal interaction effect between text genre and medium type. Higher Gamma correlations on digital medium suggest that students predicted better comprehension when reading digitally. Implications for instruction and directions for future research are discussed.

Authors

• Dezmarie Hines, Fordham University

• Lynn E. Cohen, Long Island University - C.W. Post Campus

• Akane Zusho, Fordham University