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Computerized Presentation of Text: Effects on Children’s Reading of Informational Material

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Abstract

This study examined whether children’s reading rate, comprehension, and recall are affected by computer presentation of text. Participants were 60 grade five students, who each read two expository texts, one in a traditional print format and the other from a computer monitor, which used a common scrolling text interface. After reading each text, participants were asked to recall as much as they could from what they had read and then answered questions that measured text recall and comprehension. Children took more time to read the passage and recalled more of the text material that they had read from the computer monitor. The benefit of computer presentation disappeared when efficiency variables, which take time into account, were examined. Children were, however, more efficient at comprehending text when reading from paper. The results suggest that children may take more time to read text on computer screens and that they are more efficient when reading text on paper.

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Authors and Affiliations

  1. Psychology Department, University of Ottawa, 120 University Avenue, Room 603, Ottawa, Canada, K1N 6N5

    Matthew A. Kerr

  2. Acadia University, Wolfville, Canada

    Sonya E. Symons

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  1. Matthew A. Kerr
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  2. Sonya E. Symons
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Correspondence to Matthew A. Kerr.

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Kerr, M.A., Symons, S.E. Computerized Presentation of Text: Effects on Children’s Reading of Informational Material. Read Writ 19, 1–19 (2006). https://doi.org/10.1007/s11145-003-8128-y

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  • DOI: https://doi.org/10.1007/s11145-003-8128-y

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