The effect of presentation mode on children's reading preferences, performance, and self-evaluations

Danielle Dahan Golan, Mirit Barzillai, Tami Katzir

Research output: Contribution to journalArticlepeer-review

Abstract

There has been a significant rise in the use of computers and electronic devices for reading in both personal and educational settings. Work on the effects of presentation modality on reading performance and self-evaluation has explored these issues with adults (e.g., Ackerman & Goldsmith, 2011; Ackerman & Lauterman, 2012; Singer & Alexander, 2016) and with adolescents (e.g., Mangen, Walgermo, & Brønnick, 2013; Rasmusson, 2014). Less is known about how children's reading preferences, performance, and self-evaluations are affected by screen vs. print tasks. In this study, 82 fifth and sixth grade students read texts on a computer screen and on paper. They answered comprehension questions and rated their confidence in their answers. In addition, they completed preference questionnaires prior to and after the task. Results indicated that children prefer reading from a screen. They performed significantly better on paper and were more confident and calibrated than when reading from a screen. Finally, post-task preference questionnaires indicated that children's preference for screen reading decreased from pre to post test. Theoretical and pedagogical implications are discussed.

Original languageEnglish
Pages (from-to)346-358
Number of pages13
JournalComputers and Education
Volume126
DOIs
StatePublished - Nov 2018

Bibliographical note

Publisher Copyright:
© 2018

Keywords

  • Calibration
  • Children
  • Preferences
  • Reading comprehension
  • Reading instructions

ASJC Scopus subject areas

  • Computer Science (all)
  • Education

Fingerprint

Dive into the research topics of 'The effect of presentation mode on children's reading preferences, performance, and self-evaluations'. Together they form a unique fingerprint.

Cite this