Educational Institution Insurance: Does Reading Digitally Work? 

The incorporation of digital text readers and tablets into classrooms has been the topic of various reports and studies recently. While millions of educational institutions continue to integrate these technologies into their libraries and classrooms, researchers have begun to question whether the digital texts are as effective learning tools as their traditional paper bound counterparts. Two recent studies that have caught the attention of educators and education administrators offer mixed reviews of the benefits and pitfalls of digital reader technologies.

The first study, published in the journal PLOS One, was conducted after researchers heard reports from dyslexic students that smartphones, tablets and e-readers enabled them to read more easily. To test these claims, a research team chose a group of 103 high school students who struggle with learning and language disabilities who were asked to read a selected text on both traditional paper and on an iPod touch. Researchers measured the students’ reading speed and researchers gauged their reading comprehension with multiple choice questions about the text after reading completion. The study showed that most dyslexic students showed better reading performance when using the digital device, especially those with low visual attention span scores. Those with high visual attention span scores however, preformed much better with the traditional printed texts. The results indicate that while digital readers are helpful to some types of learners, other truly benefit from traditional paper bound text formats.

These findings were reinforced even further in a study released by Norway’s Stavanger University. The study examined reading retention and comprehension juxtaposing the digital and printed text formats. The research team found that readers’ comprehension and tested performance was relatively similar, except when it came to the time-lining the events in the story. Individuals who read the digital versions of the selected story showed more difficulty identifying a chronological order of events within the story than those who read the printed text. The study suggests that this phenomenon may be a result of diminished tactile feedback when reading on an electronic device. In other words, individuals reading print text are able to utilize haptic and tactile triggers to understand their progress and orientation within a story. For example, as the pile of pages on the left becomes thicker the pile on the right thins signaling to the reader that time is passing within a story. Researchers suggest that this process helps readers better retain the timing of events within a story.

While the benefits or faults with digital text readers are being debated, their prominence continues to increase in educational institutions throughout the world. When adopting any new technology into an educational setting, it is important for educators to assess and risks involved with their new procedures. Today’s schools are faced with an increasing number of lawsuits based on an ever evolving array of issues. A broad spectrum of educator’s insurance coverage is essential to help defend educational entities, educators and volunteers. At Professional Government Underwriters, our Educational Institution Insurance programs are tailored specifically to fit the needs of public, parochial and nonprofit private school entities including colleges, universities and vocational training schools. For more information about or offerings contact us today.