ABSTRACT Background The increased availability of digital technologies and online reading materials is changing children's reading and learning practices. This study examines young readers' comprehension of expository text presented in different media (print vs. digital), and whether this is affected by text structure, as well as print and digital reading habits. Methods Students in grades 4–6 ( N = 120) from different primary and secondary schools in Germany read two expository texts, either in the print or digital medium. One text had a linear structure; the other was hierarchical. Reading comprehension of each text was assessed with six multiple‐choice questions. Word recognition, vocabulary, print exposure, print and digital reading habits, and perceived difficulty of the texts and questions were assessed. Generalised linear mixed models were used to investigate the impact of medium (a between‐participant factor) and text structure (a within‐participant factor) on reading comprehension. Results Comprehension was lower in the digital condition, even after accounting for important predictors of reading comprehension, such as word recognition and vocabulary. No effect of text structure was evident. Print exposure had a positive influence on reading comprehension. Participants' estimated difficulty reflected their actual performance in the digital condition, but not in the print condition. Conclusions The study provides evidence of a screen inferiority effect in comprehension of expository texts in young readers, highlighting challenges posed by the digital medium for reading and learning.
Tüchler et al. (2026) studied this question.