Abstract Recent meta-analyses (Delgado et al., 2018; Kong et al., 2018; Clinton, 2019) show that reading comprehension on paper is better than on screen among (young) adults. Children's screen reading comprehension, however, is underexplored. This article presents an experiment measuring the effect of reading medium on younger (10-year old) readers' comprehension, carried out in Norway in 2015. In a within-subjects design, students (n = 1139) took two comparable versions of a reading comprehension test – one on paper, and another digitally, with test version and order of medium counterbalanced. Probabilistic test theory models (two-parameter logistic (2 PL) and partial credit models) were employed for both versions of the test, allowing direct comparisons of student achievement across media. Results showed that the students in average achieved lower scores on the digital test than on the paper version. Almost a third of the students performed better on the paper test than they did on the computer test, and the negative effect of screen reading was most pronounced among high-performing girls. Scrolling and/or misplaced digital reading habits may be salient factors behind this difference, which sheds further light on children's reading performance and how this may be affected by screen technologies. Implications of these findings for education and for reading assessment are discussed.

中文翻译：

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“评估儿童在纸上和屏幕上的阅读理解：模式效应研究”

摘要 最近的荟萃分析（Delgado 等人，2018 年；Kong 等人，2018 年；克林顿，2019 年）表明，（年轻）成年人的纸上阅读理解优于屏幕上的阅读理解。然而，儿童的屏幕阅读理解尚未得到充分探索。本文介绍了一项测量阅读媒介对年轻（10 岁）读者理解力影响的实验，该实验于 2015 年在挪威进行。在学科内设计中，学生（n = 1139）进行了两个可比较的阅读版本理解测试——一个在纸上，另一个在数字上，测试版本和中等顺序平衡。两个版本的测试均采用概率测试理论模型（双参数逻辑 (2 PL) 和部分学分模型），允许跨媒体直接比较学生的成绩。结果显示，学生在数字测试中的平均成绩低于纸质测试。几乎三分之一的学生在纸笔考试中的表现比在计算机考试中的表现要好，屏幕阅读的负面影响在表现出色的女孩中最为明显。滚动和/或错位的数字阅读习惯可能是这种差异背后的显着因素，这进一步揭示了儿童的阅读表现以及屏幕技术如何影响这一点。讨论了这些发现对教育和阅读评估的影响。屏幕阅读的负面影响在表现出色的女孩中最为明显。滚动和/或错位的数字阅读习惯可能是这种差异背后的显着因素，这进一步揭示了儿童的阅读表现以及屏幕技术如何影响这一点。讨论了这些发现对教育和阅读评估的影响。屏幕阅读的负面影响在表现出色的女孩中最为明显。滚动和/或错位的数字阅读习惯可能是这种差异背后的显着因素，这进一步揭示了儿童的阅读表现以及屏幕技术如何影响这一点。讨论了这些发现对教育和阅读评估的影响。