Date of Graduation


Document Type


Degree Type



College of Education and Human Services


Curriculum & Instruction/Literacy Studies

Committee Chair

Steven Rinehart.


This investigation explored relationships between format of text (electronic or print-based) and reading comprehension of adolescent readers. Also in question were potential influences on comprehension from related measures including academic placement of participants, gender, prior knowledge of the content, and overall reading ability. Influences were measured through an unaided text retell and a constructed-response assessment with traditional questioning. Participants' reading preferences and self-reported reading behaviors were also explored.;Findings from regression analyses revealed that format of the text was not a significant predictor of reading comprehension for seventh grade students, despite participants' self-reported preference to reading electronic text. Conversely, participants' academic placements and overall reading abilities were significant predictors of comprehension, as measured by both retell and constructed-response assessments. Having prior knowledge of the subject content was advantageous for participants on retell measures but did not appear to impact performance on the constructed response assessment. Gender, however, significantly predicted comprehension on the constructed-response assessment but did not impact retell measures. There were no significant two-way interactions between the format of the text and academic placement, gender, prior knowledge, or overall reading ability.;Findings from a two-part written survey revealed that seventh grade students in this study prefer reading electronic text, as compared to conventionally printed text. Additionally, those who read electronic text reported utilizing a greater number of comprehension strategies than those reading conventionally printed text. Males, as well as students in lower academic placement levels, reported using strategies most often.