This study explores digital and paper reading processes and outcomes for 371 fifth to eighth graders completing a reading task similar to standardized testing. Results showed students highlighted and annotated more when reading the paper versus digital text. Also, reading on paper versus digitally was slightly supportive of reading comprehension for the longer section of text. For behaviors, digital highlighting and looking back at the paper text were supportive of reading comprehension, whereas paper highlighting was negatively related, likely because paper highlighting tended to occur often outside of important areas of the text. Paper and digital annotating, online dictionary use, and digital look-back did not link to comprehension, when controlling for other covariates. Links to theory, research, and practice are discussed.

中文翻译：

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数字与纸质阅读过程以及中学生理解力的链接

这项研究探索了371位5至8年级学生的数字和纸质阅读过程和结果，这些阅读和完成的阅读任务类似于标准化考试。结果显示，与数字文本相比，学生在阅读论文时要突出显示并添加更多注释。此外，纸上阅读与数字阅读相比，对于较长篇幅的阅读理解也稍有支持。对于行为而言，数字突出显示和回顾纸质文本有助于阅读理解，而纸质突出显示则具有负相关关系，这很可能是因为纸质突出显示往往发生在文本重要区域之外。在控制其他协变量时，纸质和数字注释，在线词典的使用以及数字回溯都与理解无关。讨论了与理论，研究和实践的联系。