The effect of modality on assessment of reading comprehension

Recent research has suggested that reading comprehension in a time-constrained context is reduced on digital devices as compared to print. As children’s reading ability is often assessed in time-constrained conditions, understanding exactly how this effect manifests in school-age children and whether it can be reduced through strategies (such as prompting to generate keywords during reading or telling the individual that they will be asked to summarise the text after reading) is a critical question for educational research. The present study sets out the following two objectives: to examine screen inferiority effects in a sample of primary-age children with and without Developmental Language Disorder and to explore the effectiveness of strategies in the same group of children. Early findings are expected to be available in autumn 2019.