An important scientific study looked at the depth at which children learn when reading on screen versus off screen. The results are no surprise to Waldorf educators.

A study from neuroscientists at Columbia University’s Teachers College has found that there are differences in how the brain processes expository text when presented in digital and print mediums, with the former (digital) suggesting more shallow engagement and the latter (print) conferring deeper engagement. This effect could indicate a “print advantage” with respect to depth of processing, in support of previous behavioral research. 

In the discussion section of the conclusion section of the study, researchers say: “We do think that these study outcomes warrant adding our voices to those of Delgado et al.  in suggesting that we should not yet throw away printed books, since we were able to observe in our participant sample an advantage for depth of processing when reading from print.”

Read the Study: bioRxiv
Photo Credit: Spring Garden Waldorf School