Hypertext reading comprehension in adolescents with typical language development and language-learning disability

With the global expansion of technology our reading platform has changed from traditional text to predominantly hypertext. Little consideration has been given to how the shift in reading platforms might help or hinder children's reading comprehension. The purpose of this study was to compare reading comprehension in computer-based and paper-based conditions in adolescents with and without language-learning disability (LLD). Fourteen adolescents with LLD and 25 adolescents with typical language development (TLD) participated. Results indicated that there were no significant differences in reading comprehension, total answering time, or reading time between the computer-based and paper-based conditions in either group; however, the LLD group scored significantly lower than the TLD group in reading comprehension. Results suggest that neither group was affected by any additional cognitive load imposed by hypertext. Predictors for reading comprehension varied by group and condition. Based on the regression analyses it appears that working memory, oral language, and decoding differed in their contribution to reading comprehension for each group and condition.