Reading printed books enhances how people understand written text more effectively than reading on electronic screens. This conclusion comes from a peer-reviewed investigation summarized in the journal Review of Educational Research (RER). The study reviews evidence about how medium influences reading comprehension, and it highlights a consistent pattern across diverse contexts: print improves textual understanding for both leisure and educational purposes.
Researchers compiled data from 25 scientific articles published between 2000 and 2022, encompassing roughly 470,000 participants across 30 countries. Across multiple experiments, students who read in print showed higher comprehension of material designed to entertain or teach. In contrast, reading on electronic devices did not yield the same benefit. Notably, for primary and secondary students, text comprehension did not improve when reading e-books, and in some cases it declined slightly. The patterns held even when the digital texts came from widely used sources like Wikipedia or other educational platforms.
The authors discuss potential explanations for these differences. One possibility is that digital devices present distractions beyond the reading task itself. Notifications, multi-tasking, and the pull of hyperlinks can interrupt the flow of attention and disrupt deep processing of the material. Internet texts often favor brevity and rapid engagement, which can lead to simpler vocabulary and less syntactic complexity. These factors may collectively reduce the depth of comprehension compared with reading printed texts where cognitive processing is more linear and sustained.
Another consideration is the level of cognitive load associated with digital reading. Print formats tend to encourage longer attention spans and more deliberate strategies for decoding meaning, drawing inferences, and connecting ideas across sections. When readers switch between screens or skim digital pages, the opportunities for integration of new information with existing knowledge can diminish, making it harder to build a robust mental model of the material. The study suggests that this can matter for learners at all ages, but younger students may be particularly affected, given developing reading strategies and executive function skills.
Given these insights, educators and parents are encouraged to place greater emphasis on print reading, especially for younger learners. The findings imply that regular access to printed texts can support stronger comprehension skills, which in turn supports broader academic growth. While digital resources remain valuable for many purposes, balancing media use to preserve deep reading practices is recommended. Practices such as scheduled reading time away from screens, explicit guidance on how to annotate and reflect on text, and opportunities to discuss print material aloud can help reinforce understanding and retention.
In addition to classroom strategies, the evidence points to practical considerations for families. Creating a quiet, well-lit reading space with accessible print books and encouraging shared reading experiences can foster stronger comprehension outcomes. When digital reading is used, it may help to pair it with deliberate comprehension checks, such as asking open-ended questions about the material, summarizing key points, and tracking vocabulary growth. The overarching message is that the medium matters for how readers process and retain information, and intentional design of reading experiences can support better outcomes for students across grade levels.
Overall, the reviewed research underscores that printed text tends to promote higher comprehension than digital text in many educational and recreational contexts. This distinction appears robust across ages, disciplines, and settings, though it does not imply that digital reading is without value. Instead, it stresses the importance of mindful reading practices and structured support to maximize understanding when engaging with digital content. Researchers and educators may continue to explore how best to blend print and digital resources to build strong literacy foundations, ensuring learners gain deep understanding and transferable reading skills for success in school and beyond.
Previous studies have indicated that exposure to blue light from smartphone screens can influence gene expression related to aging. This line of inquiry suggests that screen use has potential biological as well as cognitive implications. While the current review focuses on comprehension outcomes, acknowledging broader health considerations reinforces the need for balanced technology use in daily routines and educational settings.