Factors that interfere in the research of reading comprehension of printed and digital text
DOI:
https://doi.org/10.28998/2317-9945.202585.20-35Keywords:
reading comprehension assessment; printed text; digital text; reading device, digital reading.Abstract
The constant evolution of new technologies have demanded an ever-increasing amount of reading and writing in digital media. However, the science of reading is still unclear about the similarities and differences between reading printed and digital texts. In this article, we seek to understand, through a nonsystematic literature review, the main factors that influence the assessment of reading comprehension of texts in different media: the type of device, the characteristics of the text, and the characteristics of the task. The reviewed studies show that there is a wide variation in the results of research on reading comprehension in printed and digital media due to their methodological differences. Therefore, comparing reading in different media requires careful attention to the various factors involved. While reading in a digital environment seems to be more suitable for quick tasks and short texts, reading in printed media is more appropriate for carrying out complex tasks and long texts. Therefore, when we seek to answer what is best, reading the text in print or digital media, we need to consider, first of all, the situation and the objective of reading.
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