This case study uses a reading comprehension test and interviews to investigate how readers with and readers without reading or writing difficulties understand and perceive a decision on building permission in two versions: an original version and a version revised in accordance with the recommendations in a guide to plain language, Klarspråk­stestet för beslut. The aim is to contribute to usage guidance on adjusting texts for people with reading and writing difficulties and to study how comprehension and perception differ between those who have reading and writing difficulties and a control group. The study includes twelve participants, half of them with reading and writing difficulties. The theoretical framework of the study is plain language based on adequate simplifications and explanations for the intended recipient.   The result shows that there were differences between the groups’ mean scores on comprehension questions when they have read the decision in the original form, but there were no longer any differences between the groups when they had read the version in plain language. Just two people answered all the questions on the reading comprehension test correctly. One of the reasons for this may be that decisions on building permission are a type of decision that can be difficult to understand. Revising such decisions in accordance with the recommendations of the Swedish Language Council can facilitate reading comprehension, but does not automatically mean that the content is correctly understood or that the decision is perceived as being sufficiently adapted to the reader’s perspective. The result of the reading perception test shows that most participants were more positively disposed towards the plain language version of the decision. Another result is that there is a tendency for the last text the informants read to be perceived as better. All the informants’ responses to the questions on perception show that they want to find answers to their questions early in the text. The participants with reading and writing difficulties think that the technical terms should be explained in detail, while the informants without reading and writing difficulties think that these words are sufficiently well explained. The viewpoints expressed about the content show that the informants have different reading goals.

(in English): This thesis is conceived as a metareview of research on differences in perception, understanding and retention of text on various display media. It summarizes the results of the most interesting and most relevant research on this topic conducted since the 80s to the present. Even though it is difficult to summarize the results of individual studies, mainly because of differences in research methodology and differently chosen tested samples, we can say that the main finding of this metareview is that display technologies that are available these days have no negative effect on eye fatigue, reading speed, perception, understanding or retention of text. Theoretical part of this thesis is followed by practical part that consists of three short experiments performed on a small sample of participants. First of those experiments studies differences in reading comprehension and retention among high school students, second experiment focuses on differences in reading speed on different media and subjective evaluation of eye fatigue, and the third experiment is an online form about subjective preferences of study materials among learners.

v anglickém jazyce Title: How the students of the 9th grades of elementary schools understand the digital versions of texts comparing to the printed ones. Goal: The dissertation aims at drawing the comparaison between the digital and the printed versions of the identical materials. The research was held in a number of selected schools. The materials were presented via personal computers, tablet personal computers and in printed versions. Our goal is to determine the differences among all the three kinds of media in terms of understanding the presented texts. Procedure: The essay is primarily based on the historical and the present days research of comprehensive reading. It also follows the bachelor essay written in 2014. Output: The theoretical processing of basic terms and the review of both the previous and the latest outcomes of the scientific literature. The most important part of the essay were focus on the research and the subsequent assessment of the findings. The research itself was preceded by a pre - research. The essay included the qualitative research which was reached through one of the comprehension test methods. The students were provided with the questionnaire comprising questions. The text was distributed both in the digital and in the printed versions.