Date of Award
2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
School of Education
First Advisor
Debra Espinor, EdD
Second Advisor
Jenelle Stone, PhD
Abstract
An increasing reliance on digital devices in public schools has raised questions about how reading medium influences student comprehension. Although digital texts offer logistical and financial advantages, prior research suggests that students may comprehend printed text more effectively. This exploratory quasi-experimental study examined whether ninth-grade students’ comprehension differed when reading a grade-level passage in print or on a digital screen in intact classroom settings. The study also investigated whether subgroup characteristics moderated any medium-related effects.
A total of 334 students enrolled in a general education English course participated. Fourteen classrooms were randomly assigned to print or digital conditions. All students read the same passage and completed an eighteen-item comprehension assessment administered digitally. The assessment measured three tiers of comprehension: literal understanding, interpretive reasoning, and analytical application. Data were analyzed using t-tests and ANOVA models to compare group means, evaluate potential subgroup moderation, and test for differences across comprehension tiers.
Results showed a small but statistically significant advantage for students who read printed text on the overall comprehension score, with the difference concentrated in literal understanding. No meaningful differences were found between print and digital readers on interpretive or analytical questions. Among all moderators tested (including gender, SPED status, language background, and race or ethnicity) only gender showed a small interaction with medium: males demonstrated a modest print advantage, whereas females performed similarly across formats. No other subgroup showed differential effects. A mixed-model analysis confirmed that medium differences did not vary systematically across comprehension tiers.
Findings indicate that medium effects, where present, are modest and task-specific rather than universal. Print appears most advantageous when students must accurately extract explicit information, while higher-order comprehension processes may be more resilient across media. These outcomes have implications for instructional planning, resource allocation, and decisions about when print access is essential for learning. Recommendations include aligning medium choice with task demands, ensuring equitable access to both formats, and monitoring local patterns in student outcomes to guide policy and practice.
Recommended Citation
Huelsman, Doyle, "Medium Matters: Reading Comprehension Differences Between Print and Digital Texts in High School" (2025). Doctor of Education (EdD). 264.
https://digitalcommons.georgefox.edu/edd/264