The topics of this doctoral thesis are the reading processes in print and digital environment. Due to the increased availability of devices that allow reading from the screen, the question arises as to whether there are differences in reading comprehension, memory, and in subjective reading experiences in two environments. The theoretical framework encompasses general approaches to reading research, as well as approaches that take into account the specifics of reading in a digital environment. Wilson's theory of information behaviour was used as a conceptual framework for the research of reading behaviour in different contexts, taking into account the characteristics of participants. The study included 300 undergraduate students from the University of Zadar. During the experimental part of the research, half of the participants read a scholarly text from LCD screen and half from paper. LCD screen is chosen because it is the most common type of display in all kinds of devices. The reading habits in the print and different digital environments were examined by surveying. Furthermore, personality traits and cognitive abilities of the participants were tested to analyse correlations with reading processes. Research results show that there are a number of advantages of reading from paper compared to reading from the screen. Participants who read from paper had higher levels of reading comprehension and memory. It was also more comfortable and easier to read from paper. The affective experience of reading comfort was found to be a mediator between the type of reading environment and reading efficiency (memory and comprehension). It is an affective barrier that discourages effective reading in a digital environment and it is typical for the students who are not prone to the new technologies. There is also a cognitive barrier that makes it difficult to read in a digital environment, since a successful understanding of a digital text requires at least moderate intellectual abilities. Along with intellectual abilities, the strongest predictor of reading efficiency in both reading environments is the level of perceived attention during reading. Attention levels are the same in two reading environments, and depend on intrinsic motivation that is reflected in the level of satisfaction with the topic of the article. A part of reading behaviour depends on the general tendency towards new technologies, as well as on the gender of the participants. Female students prefer reading from paper and have more developed reading habits, as opposed to male students who have less developed reading habits, and because of that have remembered less while reading in a digital environment. However, students of both genders had lower level of reading comprehension in the digital environment. Some personal characteristics of the participants partially facilitate adaptation to the digital environment, primarily the intellectual abilities. Also, reading in such an environment is less comfortable to persons with a lower level of emotional stability. The habit of reading very short texts on various screens is negatively correlated with reading comprehension in the digital environment, and the habit of reading e-books is positively correlated with reading comprehension in both environments. To sum up, it was determined that reading behaviour depends on the interaction between the reading environment and the personal characteristics of the participants. The optimal use of the specific advantages and overcoming the disadvantages of different new reading environments requires strengthening the information competencies and reading habits of students, as well as developing metacognitive strategies of reading and learning.