Numerous studies consistently highlight the disparity between the benefits of reading on screens and print books. This discrepancy poses a challenge for teachers who must navigate both formats in their classrooms. The issue has resurfaced with the findings of a recent metanalysis, published in December, concluding that digital reading lacks the comprehension benefits associated with print reading. The metanalysis examined 26 studies covering leisure reading in K-12 and university students over the past two decades.
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Numerous studies
Surprisingly, the research revealed that digital reading had a detrimental effect on some students, particularly younger ones in elementary and middle school grades, lowering their reading comprehension skills. Despite the prevalent use of electronic devices among children, even digital natives, who have been exposed to screens since early childhood, may not learn optimally through digital mediums. Studies suggest that children with less print exposure and more screen time exhibit weaker brain activity in regions associated with reading.
The presence of digital devices in classrooms is on the rise, accelerated by the aftermath of the pandemic. A survey by the EdWeek Research Center indicated that 90 percent of district leaders reported every high school and middle school student having their own digital learning device in 2021, compared to about two-thirds in 2019.
While acknowledging the importance of digital tools in education, experts emphasize the need to provide students with opportunities to engage with print texts for enjoyment and to foster their growth as readers. The metanalysis, however, showed a statistically significant but small positive connection between digital leisure reading and comprehension, particularly when compared to the medium effect sizes observed in previous analyses of print reading.
Despite the increased prevalence of digital devices, some educators note that students, including older ones, often prefer print books for pleasure reading. The association between devices and academic tasks or social media rather than reading is a common perception among students.
Teachers also observe that students may use digital books to evade reading requirements, with some getting distracted or engaging in unrelated activities during digital reading sessions. While the metanalysis focused on leisure reading, questions have been raised about the value of screens in the classroom, with some studies indicating a negative correlation between instructional technology use and test scores.
Educators stress the need for a multifaceted approach involving collaboration between various stakeholders to address reading comprehension. They suggest strategies such as reducing distractions, possibly by blocking internet access during reading, teaching students how to read online texts effectively, and promoting online safety. Despite the challenges, educators agree on the importance of preparing students to navigate digital delivery effectively, especially as digital formats become increasingly prevalent.
