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Comprendere un testo su carta o su schermo: il ruolo delle Funzioni Esecutive in età scolare

  • Costanza Ruffini

The literature indicates a disadvantage of reading comprehension in digital mode compared to reading comprehension in print mode. The shallowing hypothesis explains this disadvantage by suggesting that on digital, readers adopt a superficial reading mode that is not conducive to deep comprehension of what they read. At the same time, the cognitive load theory argues that digital carries a greater cognitive load than paper, which affects the effectiveness of understanding what is read. Existing studies showing the disadvantage of digital over paper focus mainly on adults, neglecting school-age, a crucial period for the development of reading comprehension. Executive Functions, crucial for reading comprehension, reach a peak in development during school age, influencing the effect of the medium (paper or screen) on performance on reading comprehension tasks. This contribution aims to fill some of the gaps in the literature by exploring the differences in digital and paper-based reading comprehension in school-age children and investigating the role of Executive Functions in supporting reading comprehension in both modalities.

  • Keywords:
  • Digital,
  • Executive Functions,
  • Paper,
  • Reading comprehension,
  • School-age,
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Costanza Ruffini

University of Florence, Italy - ORCID: 0000-0001-8180-8965

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  • Publication Year: 2024
  • Pages: 95-103
  • Content License: CC BY 4.0
  • © 2024 Author(s)

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  • Publication Year: 2024
  • Content License: CC BY 4.0
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Chapter Information

Chapter Title

Comprendere un testo su carta o su schermo: il ruolo delle Funzioni Esecutive in età scolare

Authors

Costanza Ruffini

Language

Italian

DOI

10.36253/979-12-215-0504-7.11

Peer Reviewed

Publication Year

2024

Copyright Information

© 2024 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Bibliographic Information

Book Title

La formazione alla ricerca

Book Subtitle

Il dottorato fra qualità e prospettive future

Editors

Vanna Boffo, Fabio Togni

Peer Reviewed

Number of Pages

320

Publication Year

2024

Copyright Information

© 2024 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Publisher Name

Firenze University Press

DOI

10.36253/979-12-215-0504-7

ISBN Print

979-12-215-0503-0

eISBN (pdf)

979-12-215-0504-7

eISBN (xml)

979-12-215-0505-4

Series Title

Studies on Adult Learning and Education

Series ISSN

2704-596X

Series E-ISSN

2704-5781

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