Contained in:
Book Chapter

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,
+ Show More

Costanza Ruffini

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

  1. Annisette, Logan E., e Kathryn D. Lafreniere. 2017. “Social Media, Texting, and Personality: A Test of the Shallowing Hypothesis.” Personality and Individual Differences 115: 154-58. DOI: 10.1016/j.paid.2016.02.043
  2. Aydemir, Zeynep, Öztürk, Ergün, e M. Barış Horzum. 2013. “The Effect of Reading from Screen on The 5th Grade Elementary Students’ Level of Reading Comprehension on Informative and Narrative Type of Texts.” Educational Sciences: Theory & Practice 13 (4): 2272-76. <https://files.eric.ed.gov/fulltext/EJ1027653.pdf> (2024-02-01).
  3. Ball, Linden J., Threadgold, Emma, Solowiej, Anna, e John E. Marsh. 2018. “Can Intrinsic and Extrinsic Metacognitive Cues Shield Against Distraction in Problem Solving?” Journal of Cognition 1 (1): 15. DOI: 10.5334/joc.9
  4. Brüggemann, Thomas, Ludewig, Ulrich, Lorenz, Ramona, e Nele McElvany. 2023. “Effects of Mode and Medium in Reading Comprehension Tests on Cognitive Load.” Computers & Education 192: 104649. DOI: 10.1016/j.compedu.2022.104649
  5. Butterfuss, Reese, e Panayiota Kendeou. 2018. “The Role of Executive Functions in Reading Comprehension.” Educational Psychology Review 30: 801-26. DOI: 10.1007/s10648-017-9422-6
  6. Cain, Kate, e Jane Oakhill. 2009. “Reading Comprehension Development from 8 to 14 Years: The Contribution of Component Skills and Processes.” In Beyond Decoding: The Behavioral and Biological Foundations of Reading Comprehension, edited by Richard K. Wagner, Christopher Schatschneider, e Caroline Phythian-Sence, 143-75. New York: The Guilford Press.
  7. Carretti, Barbara, Borella, Erika, Elosúa, Maria R., Gómez-Veiga, Isabel, e Juan A. García-Madruga. 2017. “Improvements in Reading Comprehension Performance After a Training Program Focusing on Executive Processes of Working Memory.” Journal of Cognitive Enhancement 1 (3): 268-79. DOI: 10.1007/s41465-017-0012-9
  8. Cartwright, Kelly B. 2023. Executive Skills and Reading Comprehension: A Guide for Educators. New York: The Guildford Press.
  9. Cartwright, Kelly B., e Nell K. Duke. 2019. “The DRIVE Model of Reading: Making the Complexity of Reading Accessible.” The Reading Teacher 73 (1): 7-15. DOI: 10.1002/trtr.1818
  10. Clinton, Virginia. 2019. “Reading from Paper Compared to Screens: A Systematic Review and Meta‐analysis.” Journal of Research in Reading 42 (2): 288-325. DOI: 10.1111/1467-9817.12269
  11. Delgado, Pablo, Vargas, Cristina, Ackerman, Rakefet, e Ladislao Salmerón. 2018. “Don’t Throw Away your Printed Books: A Meta-analysis on the Effects of Reading Media on Reading Comprehension.” Educational Research Review 25: 23-38. DOI: 10.1016/j.edurev.2018.09.003
  12. Diamond, Adele. 2013. “Executive Functions.” Annual Review of Psychology 64: 135-68. DOI: 10.1146/annurev-psych-113011-143750
  13. Fesel, Sabine S., Segers, Eliane, e Ludo Verhoeven. 2018. “Individual Variation in Children’s Reading Comprehension Across Digital Text Types.” Journal of Research in Reading 41 (1): 106-21. DOI: 10.1111/1467-9817.12098
  14. Florit, Elena, De Carli, Pietro, Rodà, Antonio, Domenicale, Samantha, e Lucia Mason. 2022. “Precursors of Reading Text Comprehension from Paper and Screen in First Graders: A Longitudinal Study.” Reading and Writing 36 (7): 1821-43. DOI: 10.1007/s11145-022-10327-w
  15. Florit, Elena, De Carli, Pietro, Lavelli Manuela, e Lucia Mason. 2023. “Digital Reading in Beginner Readers: Advantage or Disadvantage for Comprehension of Narrative and Informational Linear Texts?” Journal of Computer Assisted Learning 39 (2): 432-45. DOI: 10.1111/jcal.12754
  16. Follmer, D. Jake. 2018. “Executive Function and Reading Comprehension: A Meta-Analytic Review.” Educational Psychologist 53 (1): 42-60. DOI: 10.1080/00461520.2017.1309295
  17. García‐Madruga, Juan A., Elosúa, María R., Gil, Laura, Gómez‐Veiga, Isabel, Vila, José Ó., et al. 2013. “Reading Comprehension and Working Memory’s Executive Processes: An Intervention Study in Primary School Students.” Reading Research Quarterly 48 (2): 155-74. DOI: 10.1002/rrq.44
  18. Golan, Danielle D., Barzillai, Mirit, e Tami Katzir. 2018. “The Effect of Presentation Mode on Children’s Reading Preferences, Performance, and Self-Evaluations.” Computers & Education 126: 346-58. DOI: 10.1016/j.compedu.2018.08.001
  19. Halamish, Vered, e Elisya Elbaz. 2020. “Children’s Reading Comprehension and Metacomprehension on Screen Versus on Paper.” Computers & Education 145: 103737. DOI: 10.1016/j.compedu.2019.103737
  20. Higgins, Jennifer, Russell, Michael, e Thomas Hoffmann. 2005. “Examining the Effect of Computer-Based Passage Presentation on Reading Test Performance.” The Journal of Technology, Learning, and Assessment 3 (4). <https://ejournals.bc.edu/ojs/index.php/jtla/article/view/1657> (2024-02-01).
  21. Kanniainen, Laura, Kiili, Carita, Tolvanen, Asko, Aro, Mikko, Anmarkrud, Øistein, et al. 2021. “Assessing Reading and Online Research Comprehension: Do Difficulties in Attention and Executive Function Matter?” Learning and Individual Differences 87: 101985. DOI: 10.1016/j.lindif.2021.101985
  22. Kong, Yiren, Seo, Young S., e Ling Zhai. 2018. “Comparison of Reading Performance on Screen and on Paper: A Meta-Analysis.” Computers & Education 123: 138-49. DOI: 10.1016/j.compedu.2018.05.005
  23. Köpper, Maja, Mayr, Susanne, e Axel Buchner. 2016. “Reading from Computer Screen Versus Reading from Paper: Does It still Make a Difference?” Ergonomics 59 (5): 615-32. DOI: 10.1080/00140139.2015.1100757
  24. Lenhard Wolfgang, Schroeders, Ulrich, e Alexandra Lenhard. 2017. “Equivalence of Screen Versus Print Reading Comprehension Depends on Task Complexity and Proficiency.” Discourse Processes 54 (5-6): 427-45. DOI: 10.1080/0163853X.2017.1319653
  25. Mayr, Susanne, Köpper, Maja, e Axel Buchner. 2017. “Effects of High Pixel Density on Reading Comprehension, Proofreading Performance, Mood State, and Physical Discomfort.” Displays 48: 41-49. DOI: 10.1016/j.displa.2017.03.002
  26. Noyes, Jan M., e Kate J. Garland. 2003. “VDT Versus Paper-Based Text: Reply to Mayes, Sims and Koonce.” International Journal of Industrial Ergonomics 31 (6): 411-23. DOI: 10.1016/S0169-8141(03)00027-1
  27. Oliver, Martin. 2011. “Technological Determinism in Educational Technology Research: Some Alternative Ways of Thinking About the Relationship Between Learning and Technology.” Journal of Computer Assisted Learning 27 (5): 373-84. DOI: 10.1111/j.1365-2729.2011.00406.x
  28. Porion, Alexandre, Aparicio, Xavier, Megalakaki, Olga, Robert, Alisson, e Thierry Baccino. 2016. “The Impact of Paper-Based Versus Computerized Presentation on Text Comprehension and Memorization.” Computers in Human Behavior 54: 569-76. DOI: 10.1016/j.chb.2015.08.002
  29. Rosenfield, Mark, Jahan, Shadika, Nunez, Kiara, e Kahei Chan. 2015. “Cognitive Demand, Digital Screens and Blink Rate.” Computers in Human Behavior 51: 403-6. DOI: 10.1016/j.chb.2015.04.073
  30. Ruffini, Costanza, Tarchi, Christian, e Chiara Pecini. 2023. “Which Executive Functions Affect Text Comprehension and Writing in Paper and Digital Mode? An Investigation in Primary School Children.” Computers & Education 207: 104936. DOI: 10.1016/j.compedu.2023.104936
  31. Ruffini, Costanza, Delgado, P., Saldana, D., e Chiara Pecini. under review. “Third Graders’ Digital and Paper Text Comprehension of Narrative and Expository Texts.” Heliyon.
  32. Ruffini, Costanza, Pizzigallo, E., Pecini, Chiara, Bertolo, L., e C. Carretti, C. in progress. “A Computerized Cognitive Training Embedding Executive Functions’ Activities to Improve Reading Comprehension in Primary School Children”.
  33. Støle, Hildegunn, Mangen, Anne, e Knut Schwippert. 2020. “Assessing Children’s Reading Comprehension on Paper and Screen: A Mode-Effect Study.” Computers & Education 151: 103861. DOI: 10.1016/j.compedu.2020.103861
  34. Sweller, John, van Merriënboer, Jeroen J.G. e Fred Paas. 2019. “Cognitive Architecture and Instructional Design: 20 Years Later.” Educational Psychology Review 31 (2): 261-92. DOI: 10.1007/s10648-019-09465-5
  35. Tucci, Renzo, Savoia, Veronica, Bertolo, Laura, Vio, Claudio, e Patrizio E. Tressoldi. 2015. “Efficacy and Efficiency Outcomes of a Training to Ameliorate Developmental Dyslexia Using the Online Software Reading Trainer®.” BPA. Bollettino di Psicologia Applicata. Applied Psychology Bulletin 64 (273): 53-60.
  36. Zelazo, Philip D., Carlson, Stephanie M., e Amanda Kesek. 2008. “The Development of Executive Function in Childhood.” In Handbook of Developmental Cognitive Neuroscience, edited by Charles A. Nelson, e Monica Luciana, 553-74. Cambridge-London: The MIT Press.
PDF
  • Publication Year: 2024
  • Pages: 95-103
  • Content License: CC BY 4.0
  • © 2024 Author(s)

XML
  • Publication Year: 2024
  • Content License: CC BY 4.0
  • © 2024 Author(s)

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

11

Fulltext
downloads

33

Views

Export Citation

1,359

Open Access Books

in the Catalogue

2,362

Book Chapters

3,870,371

Fulltext
downloads

4,519

Authors

from 938 Research Institutions

of 66 Nations

67

scientific boards

from 357 Research Institutions

of 43 Nations

1,249

Referees

from 381 Research Institutions

of 38 Nations