When reading on screens, people seem less inclined to engage in what psychologists call metacognitive learning regulation—strategies such as setting specific goals, rereading difficult sections and checking how much one has understood along the way. . . . Perhaps, then, any discrepancies in reading comprehension between paper and screens will shrink as people's attitudes continue to change.
. . . the ability to take notes easily appears to be a big reason for choosing print textbooks over digital. In a Hewlett Packard online survey of 527 college students at San Jose State University, 57 percent of students who responded said they preferred print materials to e-books when studying. When citing reasons for their preference, 35 percent of print users cited “note-taking ability” as a reason for preferring print vs. six percent of those who favored e-books.
Maybe new note-taking skills require nothing more than a shift in perspective. . . . giving students the “ability to talk to the text, to create an internal dialogue with the text,” is the best way to help students understand what they’re reading.
Schugar, J. j., Schugar, H., & Penny, C. (2011). A Nook or a Book? Comparing College Students' Reading Comprehension Levels, Critical Reading, and Study Skills. International Journal Of Technology In Teaching & Learning, 7(2), 174-192.