An interest in reading literacy in different modes as well as implications for assessment provides the basis for the present study. The design aimed to investigate differences in performance when the same reading literacy test was administered on paper and on screen to a sample of Swedish students. The results showed a minor overall difference in favour of the paper mode. When the analysis was broken down and conducted on different text types, it showed that this pattern applied to shorter texts and texts with much factual information in particular.

Keywords: Reading literacy, computer-based assessment, reading on screen, print reading