Examining the Effect of Computer-Based Passage Presentation on Reading Test Performance

Abstract

To examine the impact of transitioning 4th grade reading comprehension assessments to the computer, 219 fourth graders were randomly assigned to take a one-hour reading comprehension assessment on paper, on a computer using scrolling text to navigate through passages, or on a computer using paging text to navigate through passages.This study examined whether presentation form affected student test scores.Students also completed a computer skills performance assessment, a paper based computer literacy assessment, and a computer use survey.Results from the reading comprehension assessment and the three computer instruments were used to examine differences in students test scores while taking into account their computer skills.ANOVA and regression analyses provide evidence of the following findings: