Document Type

Article

Publication Title

The Lindenwood Gateway Reader

Abstract

  • The Problem: Excessive time spent reading on digital devices creates a "screen inferiority effect" where students fail to assign academic importance to digital texts, leading to reduced reading comprehension, standard testing declines, and increased mind-wandering under time constraints.

  • The Method: The researcher analyzed an existing study by Ladislao Salmerón and education professors that utilized student data from the National Assessment of Education Progress (NAEP), the Programme for International Student Assessment (PISA), and an MML regression equation method evaluating fourth- and eighth-grade English language arts students.

  • Quantitative Finding: The discrepancy in PISA reading comprehension scores between students practicing and drilling on a computer daily versus never was 63.5 points; frequent classroom technology use yielded a negative correlation of -4.03 for fourth graders and 2.07 for eighth graders; digital practice-and-drill tasks resulted in negative relations of -1.03 for fourth graders and -1.22 for eighth graders; digital research projects yielded positive relations of +1.34 for fourth grade and +0.90 for eighth grade.

  • Qualitative Finding: Digital reading materials are inherently distracting during timed assessments; routine practice-and-drill memorization techniques yield only short-lasting skills; optimal literacy outcomes occur when teachers act as facilitators who prompt active discussion, motivate participation, and encourage students to express text opinions.

Publication Date

4-2026

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