A Comparative Study of Students Comprehension Scores When Taught Using Physical Texts and Digital Texts in a 4th Grade ELA Classroom
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The purpose of this study was to compare the outcomes of reading comprehension scores across two mediums, print and digital books in a fourth grade English Language Arts (ELA) class. The sample for this study consisted of fifteen students between the ages of nine and ten. Data were collected using two ELA practice checkpoint tests after two equal units in comprehension and difficulty were taught. One unit was taught using digital books and the other unit using print medium. Each test consisted of two texts and comprehension questions. Students took one test on paper with pencil, and another digitally using a Chromebook. The results indicated a significant difference between physical and digital texts, with digital texts outperforming physical texts. The results also indicated that females scored higher than males using the digital text, and males scored higher than females using the physical text. The results suggest that classroom teachers should teach reading comprehension strategies using methods for both physical and digital texts.