This study explores the use of electronic reading in the classroom. The research questions were, "How well do fifth grade students comprehend text (both expository and fiction) when reading electronically compared to the same text in print format?" and "Do the fifth grade students have a preference of electronic or traditional format for expository or fiction reading?" Participants were 18 fifth grade students in a self-contained classroom at a rural elementary school. Students were randomly assigned into two groups of like reading ability. Each group read four selections; two nonfiction and two fiction. One group read the story online and one group read the same story in a traditional book format, so each group read one nonfiction selection digitally and one traditionally, as well as one fiction selection digitally and one traditionally. Both groups completed a pre and post survey and both groups took identical comprehension tests using Accelerated Reader and Storia Challenge. Students were encouraged to take margin notes while reading in both formats. Results indicated very little difference for reading comprehension scores between the digital and traditional forms of books. Students tended to perform equally well regardless of the delivery format. Also, comprehension scores were higher for fiction than nonfiction regardless of format. Students' opinions about reading digitally vary. Several don't have a preference and like both forms. Children should be allowed to choose formats and be encouraged to experience both.
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