Abstract
The paper analyses empirical research results comparing the impact of the medium (traditional, paper-based vs. screen-based) on the reading process and text comprehension. It focuses on two analytical approaches—the first looks at the construction of cognitive maps of texts and the other the material aspects of the medium – which enable readers to orientate themselves and to explore and interpret the text more comprehensively. The paper discusses differences in how readers approach textual meaning according to experience of using digital technologies, the text, and reader experience and abilities. It concludes by arguing that strengthening these individual experiences and abilities is key to effective inference of textual meaning.
Acknowledgements
This work was supported by the Scientific Grant Agency of the Ministry of Education of the Slovak Republic (grant number VEGA 2/0026/21) and the Slovak Research and Development Agency (contract no. APVV-19-0074).
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Articles in the same Issue
- Early literacy curriculum and its journey to kindergarten classroom
- Medium-specific aspects of digital reading and their impact on reading comprehension
- Diverstity and centrism in two contrasting early childhood education and care systems: Slovakia and Indonesia compared
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