There’s no doubt that the experience of reading online is different than reading in print, but does it affect comprehension? While several studies have found student comprehension and retention are lower on digital devices, could it be that students just need to learn the right tools to enhance their digital reading? Maria Konnikova explores the research and theories behind reading in her New Yorker column. She writes:

“Wolf is optimistic that we can learn to navigate online reading just as deeply as we once did print—if we go about it with the necessary thoughtfulness. In a new study, the introduction of an interactive annotation component helped improve comprehension and reading strategy use in a group of fifth graders. It turns out that they could read deeply. They just had to be taught how. Wolf is now working on digital apps to train students in the tools of deep reading, to use the digital world to teach the sorts of skills we tend to associate with quiet contemplation and physical volumes. ‘The same plasticity that allows us to form a reading circuit to begin with, and short-circuit the development of deep reading if we allow it, also allows us to learn how to duplicate deep reading in a new environment,’ she says. ‘We cannot go backwards. As children move more toward an immersion

via Teaching Kids Skills For Deep Reading on Digital Devices | MindShift.