First Graders' Reading Text Comprehension From Paper and Screen: A Longitudinal Study on Precursors

• In Event: Poster Session 3: Impact of Technology Tools on Reading and Writing Instruction

Abstract

This longitudinal study investigated the role of precursors in first graders’ comprehension of
narrative and expository texts on paper and computer screen. Working memory and inferencing as
cognitive precursors, and digital skills were measured at the end of preschool (T1), while reading text comprehension and the control variable of decoding at the end of the first grade (T2). Sixty-three first graders read two texts, one narrative and one expository, in each medium (paper and computer screen) in a counterbalanced order. Results showed that at T2 children had higher comprehension after reading narrative texts from paper. No significant differences emerged for
expository texts. As precursors, only digital skills (T1) were a negative predictor of the difference in text comprehension across mediums.

Authors

• Elena Florit, University of Verona

• Samantha Domenicale, University of Padova

• Lucia Mason, University of Padua