Author(s)

Baha Makhoul^1,2,3, Thuraia Copti-Mshael^1,3

¹Oranim Academic College of Education, Tivon, Israel.
²The NCJW Research Institute for Innovation in Education, Hebrew University, Jerusalem, Israel.
³CET-Center for Educational Technology, Tel-Aviv, Israel.

The current study attempts to investigate the differences in reading comprehension as a function of the text’s genre in a computer-assisted environment vs. print. For this purpose, data were collected from 34 fifth-grade narrative computerized unit, narrative printed unit, informational computerized unit and informational printed unit. The results pointed to an interaction effect between the text genre and presentation environment. For the informational units, better per-formance was noted on the computerized environment when compared to the printed. Marginal effect was encountered for the narrative units, pointing to higher reading comprehension on the printed environment. In addition, we examined whether one environment will be more beneficial than the other, when comparing poor and good comprehenders. No interaction effect was en-countered between comprehension level and presentation environment. However, post-hoc analysis indicates that among the good comprehenders, better performance was achieved on the printed units. The data is discussed in terms of its implications on utilizing computerized-assisted environments as an aid in reading comprehension instruction.

Computer-Assisted, Literacy, Reading Comprehension, Text Genre, Presentation Environment

Makhoul, B. and Copti-Mshael, T. (2015) Reading Comprehension as a Function of Text Genre and Presentation Environment: Comprehension of Narrative and Informational Texts in a Computer-Assisted Environment vs. Print. Psychology, 6, 1001-1012. doi: 10.4236/psych.2015.68097.