![]() In adults, recall after reading text has been reported to be superior to recall after just listening to text ( Green, 1981 Dixon et al., 1982 Lund, 1991 Daniel and Woody, 2010). Later, Montali and Lewandowski (1996) found that dual-modality benefited less-skilled students at reading social and science passages. Concerning the effects of dual-modality in native languages, Penney (1989) reviewed a collection of memory experiments where sets of words presented in dual-modality produced enhanced memory recall in comparison to words presented in only one modality. Regarding second language learning (L2), research indicates that reading-while-listening is helpful for comprehension, fluency, and vocabulary acquisition ( Chang, 2009 Woodall, 2010 Chang and Millett, 2015). Determining the most efficient mode for text presentation (audio, visual text or both simultaneously) has been a subject of psychological and educational research ( Wolpert, 1971 Green, 1981 Daniel and Woody, 2010) brain activation neuroimaging studies ( Green, 1981 Buchweitz et al., 2009) and eye-tracking analysis ( Gerbier et al., 2018 Conklin et al., 2020). Modality of presentation refers to the sensor route for information processing, such as visual, auditory, or signed words ( Penney, 1989 signed modality was not considered here). ![]() Difficulties in reading and listening lay behind low academic performance ( Smagorinsky, 2001 Hornickel et al., 2011 Tierney and Kraus, 2013 Cox et al., 2014). New electronic devices offer easily accessible possibilities for students to simultaneously listen and read texts, and this may enhance reading comprehension in poor skilled students ( Wood et al., 2018), or even in students at risk of exclusion for not knowing the official language, or children with auditory problems ( Taufan, 2019).įluent understanding of written and audible verbal information is essential for school success. Our results suggest that the use of visual-text support during auditory language presentation could be beneficial for low school performance students, especially boys, and encourage future research to evaluate the implementation in classes of the rapidly developing technology of simultaneous speech transcription, that could be, in addition, beneficial to non-native students, especially those recently incorporated into school or newly arrived in a country from abroad. Interestingly, visual and dual modalities preserved comprehension levels in these low skilled students. With respect to the relation of text comprehension and school performance, students with low grades in Spanish showed low auditory comprehension. Girls’ comprehension was similar in the three modalities of presentation, however boys were importantly benefited by dual-modality as compared to boys exposed only to visual or auditory text presentation. We controlled relevant cognitive variables such as attention (d2), phonological and semantic fluency (FAS) and speed of processing (WISC subtest Coding). In this study we analyzed sex-differences in comprehension of texts in Spanish (standardized reading test PROLEC-R) in three modalities (visual, auditory, and both simultaneously: dual-modality) presented to 12–14-years old students, native in Spanish. School failure is highly related to listening and reading comprehension problems. Processing of words initially develops as auditory, and gradually extends to visual as children learn to read. ![]() Quality of language comprehension determines performance in all kinds of activities including academics. 2Departamento de Psicología Evolutiva y Didáctica, Universidad de Alicante, Alicante, Spain.1Departamento de Psicología Evolutiva y Psicobiología, Universidad Internacional de la Rioja, Logroño, Spain.Maria Jose Alvarez-Alonso 1 Cristina de-la-Peña 1 Zaira Ortega 1 Ricardo Scott 1,2*
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