The comparison of the comprehension of read text using different types of media in this paper is based on the theoretical considerations of conducted researches, which have been carried out mostly in the 21st century, after the emergence of information and communication technologies. The purpose of this paper is to present selected relevant researches about the linguistic activities of reading and understanding read text, so that their systematic review and comparative analysis contribute to the considerations related to digitization of the modern elementary school. The aim is to compare the similarities and differences between reading from paper and reading from digital devices such as computers, tablets, cell phones and to study new reading habits resulting from the development of information and communication technologies and digitization. At first, the paper describes the linguistic activity of reading and the basics that are needed to gain this skill. The goal of reading is to understand what has been read, and for achieving this the students use different strategies. The presence of new media in everyday life and teaching affects the understanding of the read text and changes in reading habits such as nonlinear reading and a lack of attention in reading appear. The paper presents observations and conclusions of various researches that have studied the influence of new media on reading skills and that have compared them with reading from paper. Particular emphasis was placed on the impact of new reading habits on the development of reading skills and the understanding of the read text. The results of the research show that up to this point reading from paper is more effective and better than screen reading and furthermore enhances the understanding of the read text. Still, many similar researches have given contradictory results and therefore further research is needed to determine which factors influence reading comprehension and how digitization affects our brain and our behavior while we read it.