Children's reading outcomes in digital and print mediums: A systematic review

What is already known about this topic Reading on digital devices is becoming increasingly common. Reading comprehension in adult typical populations tends to be poorer when reading on digital versus printed mediums. This is known as the ‘screen inferiority effect’. Yet, digital platforms are often used to enhance learning and reading outcomes for children with learning differences and for multilingual learners. What this paper adds Across a range of children's reading outcomes, ages, languages and text characteristics, most studies find no difference between print and digital mediums. Weak evidence for the screen inferiority effect found for reading comprehension in typical populations, older children and while reading informational text. Larger benefit of digital found for engagement and other reading outcomes (e.g. vocabulary), particularly in younger children, those with learning differences and when digital platform is enhanced (e.g. with animations). Implication for theory, policy or practice Educators should know that older children's reading comprehension of informational text is often higher with print. Young children's engagement tends to be higher with enhanced digital media, and digital text may help even the playing field for diverse populations of children (e.g. with learning differences and multilingual learners). With a growing reliance on digital media, it is critical to further explore conditions under which digital media can support reading and engagement across different reader groups.