Abstract: This study adopted the instruments of behavioral experiments and eye tracking to investigate the effects of digital reading
and print-based reading information carriers on text reading among junior school students. The study showed that there were no
significant differences between digital reading and print-based reading in relation to reading understanding of junior school students.
Compared with the print-based reading, fixation counts were significantly more on digital reading, however, there was no obvious
fixation hot spots. In a word, digital reading did not result in the shallowing of reading understanding in junior school students.
However, the suitability of reading equipments for teenagers before promoting digital reading should be taken into account.