Digital and print reading in primary education : comprehension, engagement, and effective learning strategies

Abstract

The increasing integration of digital reading tools in primary education has created a tension between traditional print-based reading practices and digital reading environments. While digital tools are widely used in classrooms, concerns remain regarding their impact on young students’ comprehension, attention, and cognitive load, particularly when compared to print-based reading. This study aims to investigate the impact of digital reading tools on primary students’ comprehension and engagement compared to traditional print materials. It also explores effective learning strategies that maximise the benefits and mitigate the limitations of both digital and print reading in primary education. This study adopts a qualitative narrative literature review approach, using thematic analysis to examine existing research on digital and print reading in primary education. The literature suggests that digital reading can enhance engagement through interactive features such as hyperlinks, audio, and multimedia content. However, these same features may also contribute to distraction, visual fatigue, and cognitive overload in young students. In contrast, print reading is associated with deeper focus, reduced distraction, and improved sustained attention, while also supporting annotation and reflective learning. Both formats present distinct cognitive and pedagogical advantages and limitations. The findings highlight the need for a balanced and strategic integration of digital and print reading in primary education. It is recommended that teachers adopt evidence-informed strategies and that teacher training and school policies provide support for the effective use of both reading modalities to optimise comprehension and engagement.