Screen reading has been introduced into classrooms faster than our knowledge of its effects on reading comprehension or of the best practices for promoting it. Although in the past there were already warning signs of the difficulties imposed by screen reading, it was not until the publication of recent meta-analyses that the effect of the superiority of paper was identified: identical expository texts are somewhat better understood on paper than in digital.

Main objective:

This project aims to analyse the repercussions of this phenomenon in the primary and secondary education classroom, based on a multi-method approach.

Specific goals:

- To evaluate its generalisation to the school population based on the exploitation of international databases on reading comprehension: NAEPS, PIRLS and PISA.

- To identify educational practices aimed at minimising on-screen comprehension problems and maximising their possible benefits, based on interviews with teachers.

- To analyse the effects of reading on screen, in the classroom and at home, on the development of comprehension skills throughout the last cycle of primary education, by means of a longitudinal study.

How we do it?

The project is being carried out with the explicit commitment of numerous educational centres, the Valencian Community Teacher Training Centre and the publishing house specialising in educational programmes, VOCA, which guarantees that the risks involved in its implementation will be minimised, and that the scientific and social impact of the project will be achieved.

Developers of the project