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Using a sample of 116 Norwegian undergraduate readers in this experimental study, we investigated whether reading informational text on a tablet versus on paper would lead to differences with respect to strategic text processing and text comprehension. Strategic text processing was measured by means of verbal protocol analysis, and text comprehension was measured by means of postreading written products...
In this quasi‐experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple‐document literacy tasks. The intervention centered on a contrasting cases approach framed by authentic...
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