E-READ (Evolution of Reading in the Age of Digitisation) was a major European COST Action (2014–2018) led by Professor Anne Mangen at the Norwegian Reading Centre, University of Stavanger. Bringing together nearly 200 scholars from 33 countries, E-READ focused on understanding how digitalization influences reading practices across demographics and contexts.
Uniting experts from psychology, neuroscience, literary studies, education, and publishing, the Action fostered interdisciplinary collaboration to address pressing questions about digital reading’s cognitive, educational, and social implications. Key achievements include generating robust empirical evidence on how reading on screens impacts comprehension and retention, particularly for long-form informational texts. E-READ played a pivotal role in raising awareness about the embodied nature of reading and the importance of materiality for cognitive engagement. Among its most influential outputs is the widely disseminated Stavanger Declaration, which shaped discussions at EU-level policy forums and the publishing industry. Additionally, E-READ stimulated long-term partnerships, leading to new training networks and joint research projects. Its legacy continues to inform educational strategies, publishing practices, and public debates about reading in the digital age.
Underpinning research
At the core of E-READ’s findings is the concept of "medium-specific" reading processes. Mangen and van der Weel highlight how reading in digital environments differs fundamentally from reading print, both cognitively and physically. Their integrative framework suggests that while digital technologies offer accessibility and convenience, they often encourage fragmented and superficial reading styles that contrast with the immersive and reflective qualities fostered by print reading. This distinction is further underscored by empirical research within E-READ, which shows that long-form informational texts are better comprehended and retained when read on paper, particularly under time constraints [1,3].
Mangen, Olivier, and Velay contribute to this understanding through an experimental comparison of comprehension outcomes between print and e-reader formats. Their study found that readers of print books performed better in tasks requiring spatial memory and narrative chronology, suggesting that the tactile and spatial cues provided by paper books facilitate deeper cognitive engagement and memory formation. These findings lend empirical weight to E-READ’s recommendation that paper should be preserved as a key medium for long-form reading, especially in educational contexts where comprehension and critical thinking are paramount [5].
E-READ also addresses the embodied dimensions of reading. By connecting neuroscientific and literary perspectives, the researchers argue that empathy and embodied cognition play crucial roles in how readers engage with texts [2]. The physical act of handling a print book, the sensory feedback it provides, and the embodied experience of reading are critical to fostering concentration and emotional resonance with narratives. This dimension is often diminished in digital reading environments, where interface distractions and reduced sensory input can undermine deep reading processes. In addition, Kuzmičová, Schilhab, and Burke explore the effects of mobile reading (m-reading), revealing how reading on smartphones alters literary engagement. Their study highlights that reading fiction on mobile devices often leads to truncated and interrupted reading sessions, contributing to decreased absorption and narrative transportation [4]. These behavioral patterns mirror broader concerns expressed in E-READ findings about screen reading’s propensity to encourage skimming and multitasking.
Further theoretical insights delve into why hypertext narratives - an early form of digital storytelling - failed to gain traction among readers. They propose that hypertext’s fragmented, non-linear structure runs counter to readers’ deep-seated cognitive expectations for coherence and narrative flow [1]. This sheds light on why deep reading, crucial for comprehension and critical thinking, remains more robustly supported by traditional print formats.
Overall, the E-READ project underscores the importance of tailoring reading strategies and educational policies to the strengths and limitations of both print and digital media. While digital reading environments offer unique benefits, such as customizable text presentation (particularly for individual learning profiles), they also introduce cognitive biases like overconfidence in comprehension and reduced engagement with complex texts. E-READ’s recommendations advocate for empirically informed approaches in education and media, including promoting deep reading practices and developing digital tools that integrate insights from embodied cognition and reading research. By synthesizing empirical and theoretical research across cognitive science, literary studies, and digital humanities, E-READ has made a compelling case for balanced, evidence-based strategies in navigating the evolving landscape of reading in the digital age.
References to the research
[1] Mangen, A., & van der Weel, A. (2015). Why don’t we read hypertext novels? Convergence, 23(2), 166-181. https://doi.org/10.1177/1354856515586042
[2] Burke, M., Kuzmičová, A., Mangen, A., & Schilhab, T. (2016). Empathy at the confluence of neuroscience and empirical literary studies. Scientific Study of Literature, 6(1), 6–41. https://doi.org/10.1075/ssol.6.1.03bur
[3] Mangen, A., and van der Weel, A. (2016) The evolution of reading in the age of digitisation: an integrative framework for reading research. Literacy, 50: 116–124. doi: 10.1111/lit.12086
[4] Kuzmičová, A., Schilhab, T., & Burke, M. (2018). m-Reading: Fiction reading from mobile phones. Convergence, 26(2), 333-349. https://doi.org/10.1177/1354856518770987
[5] Mangen A, Olivier G and Velay J-L (2019) Comparing Comprehension of a Long Text Read in Print Book and on Kindle: Where in the Text and When in the Story? Front. Psychol. 10:38. doi: 10.3389/fpsyg.2019.00038.
Details of the impact
The E-READ project has yielded concrete, non-academic impacts that extend well beyond the scientific community, directly influencing key sectors such as education, publishing, and policy-making. The project's findings have fueled important public debates around digital reading versus print, challenging prevailing assumptions about the benefits of digitization. Through media attention generated by the Stavanger Declaration, which was widely covered in outlets like Frankfurter Allgemeine Zeitung and disseminated in multiple languages, E-READ has significantly raised public awareness of how digital media may affect deep reading and comprehension. This discourse has empowered readers to make more informed decisions about their own reading habits and has encouraged critical reflection on the role of long-form reading for cognitive health and literacy.
For policymakers, E-READ has provided evidence-based recommendations that have directly shaped discussions at the European Commission (DG EAC) and other governance bodies. One prominent example is the then Bavarian minister of education who claimed that the Bavarian education policy complies with the Stavanger Declaration. The project facilitated multiple high-level presentations, including a dedicated lunchtime seminar at DG EAC, which initiated a sustained dialogue with EU officials. These engagements have contributed to a more cautious and research-informed approach to the integration of digital technologies in educational policy, highlighting the need for balanced use of print and digital reading materials depending on learning objectives [A]. Building upon the Stavanger Declaration, the Ljubljana Manifesto reinforces the need for strong policy actions to support reading literacy. Its recommendations have been endorsed by multiple education and culture ministers across Europe, influencing national and EU-level literacy strategies by emphasizing the necessity of resilient readers who are well-versed in higher-level reading for a thriving democratic society.
E-READ has also significantly benefited teachers and educational practitioners by providing research-based insights into the effects of digital reading on comprehension and learning. Through biannual newsletters, E-READ disseminated findings that informed teaching strategies in digital environments. Additionally, the Action facilitated discussions and roundtables across various countries, fostering direct engagement with educators to address challenges in integrating digital tools into the classroom [B].
In the publishing sector, especially among companies that produce educational materials, E-READ has prompted reconsideration of design and content strategies for both print and digital formats. As a result, publishers are now more attuned to the risks of hastily transitioning from paper to digital in educational products and are exploring hybrid models that better support deep comprehension and learning. A strategic meeting with the Educational Forum of the International Publishers’ Association brought together global publishers from different continents who expressed keen interest in applying E-READ's findings to their editorial decisions. Findings guided the development of digital textbooks like Unibok, ensuring that digital formats support deep reading and learning, particularly in all-digital schools and adaptive reading programs [C]. Several of E-READ researchers got also invited to work as experts for companies including spin-offs specialized in publishing literature on digital platforms such as tablets.
Foundations dedicated to reading promotion, such as Stiftung Lesen, have also integrated E-READ insights into their literacy programs. Collaborations between E-READ researchers and reading foundations have contributed to new joint research initiatives, such as a PhD project co-supervised by E-READ members, addressing how long-form reading supports critical reading skills in children and adolescents. Findings on the differences between print and digital reading informed their initiatives, particularly in early reading socialization and read-aloud programs. Stiftung Lesen integrated these insights into projects that combine motivation, skills training, and digital tools to enhance literacy efforts [D]. Additionally, digital content and publishing consultancy services have used E-READ research to advise clients on optimal content presentation. Insights from E-READ into the role of embodied cognition and the materiality of reading have informed design principles, encouraging the development of digital tools that align more closely with how readers process and retain information on screens.
The Action's impact is also visible through various stakeholder engagement efforts, such as pitch sessions held at the E-READ final conference. These sessions brought together publishers, policymakers, literacy advocates, and digital consultants, fostering cross-sector dialogue that has helped translate E-READ’s scientific findings into practical applications. Overall, E-READ has catalyzed a shift toward more evidence-based decision-making in multiple arenas, from classrooms to publishing houses to policy circles.
Sources to corroborate the impact
[A] Consultant at National Agency for Education and Quality, Danish Ministry of Education
[B] E-READ final assessment review
[C] Editor-in-Chief, Department of Elementary School, Cappelen Damm
[D] Head at Stiftung Lesen Foundation
Contact
National Centre for Reading Education and Research
Department of Innovation and External Collaboration