| Summary: | Today we can access written information online, regardless of our location; all we need is a cell phone with internet access. The aim of this study focuses on how Swedish fifth graders reading comprehension and strategies are affected when reading English informational texts from digital and printed sources. The methods used for giving as reliable answers as possible to the research questions and aim have been comprehension and pre-knowledge vocabulary tests, questionnaires and interviews, with both the participating pupils and teachers. The participants consisted of four fifth grade classes located in the city of Luleå. In line with some of the previous research regarding the same topic, this study concludes that there are some differences in comprehension when reading from a printed or a paperbound source. The results also reflect the pupils’ and teachers’ own perception regarding which material is more preferable to read and use. Pupils and teachers perceive the sources very differently. The pupils preferred to work with digital learning tools, while the teachers stressed the benefits of using paperbound materials when teaching in the English subject. Validerat; 20150609 (global_studentproject_submitter)
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