Modality and redundancy effects, and their relation to executive functioning in children with dyslexia

Campen, C.A.N. Knoop-van; Segers, Eliane

doi:10.1016/j.ridd.2019.04.007

Cited by 12 publications

(7 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Even though students with dyslexia had higher reading times, as expected, see, e.g., Roitsch and Watson (2019), audio-support affected both groups equally. This is in line with Knoop-van Campen and colleagues (2020) who also showed that audio-support in learning tasks increased study time in university students with and without dyslexia, but contrary to similar research in primary school children who became faster with audio-support (Knoop-van Campen, et al, 2019). The impact of audiosupport on reading times may change over time and possibly relates to reading proficiency.…”

Section: Reading Timesupporting

confidence: 85%

The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia

2021

Self Cite

View full text Add to dashboard Cite

The use of adequate reading comprehension strategies is important to read efficiently. Students with dyslexia not only read slower and less accurately, they also use fewer reading comprehension strategies. To compensate for their decoding problems, they often receive audio-support (narration written text). However, audio-support linearly guides readers from beginning to end through texts, possibly hindering the use of reading comprehension strategies in expository texts and negatively impacting reading time and reading comprehension performance. We examined to what extent audio-support affects reading comprehension strategies, reading times, and reading comprehension performance in 21 secondary school students with dyslexia and 22 typically developing controls. Participants were provided with three types of assignments (summarizing, open-ended questions, statement questions) in each condition (written text with and without audio-support). SMI RED-500 eye tracker captured eye movements during reading. The standard deviation of the weighted fixation duration times on the three paragraphs was considered indicative of the disparity of readers’ attention within the text. Following a discrimination based on experts’ reading behavior and hand-coded validation, these scores visualized whether students used the intensive reading strategy (reading whole text) or selective reading strategy (focusing on part of the text). In open-ended assignments, students divided their attention more over the whole text instead of focusing on one specific part when audio was added. In addition, audio-support increased reading time in students with and without dyslexia in most tasks, while in neither of the tasks audio-support affected reading comprehension performance. Audio-support impacts reading comprehension strategy and reading time in all students.

show abstract

Section: Reading Timesupporting

confidence: 85%

The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia

2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…Especially, because the modality effect was discovered to be valid for children with dyslexia (Knoop-van Campen et al, 2019), there is also a possibility that university students as a population have developed some strategies that allow them to effectively learn from on-screen textual information if the textual information is provided in a self-paced form. Another possible explanation would be that students with dyslexia spend more time learning from on-screen textual information than from audio information in a video, which was the case in the study by Knoop-van Campen et al (2019). In that case, more time spent on learning could contribute to diminished differences between website and video conditions.…”

Section: Discussionmentioning

confidence: 89%

Optimal multimedia combination for students with dyslexia

Lebeničnik¹,

Pitt²,

Starčič³

2020

Adv Meth Stat

View full text Add to dashboard Cite

Many contemporary online learning resources use more than one sensory modality (audio, visual) or presentation mode (pictures, text). Multimedia learning material is often recommended for and adopted by students with dyslexia. However, there are not many empirical studies that support the benefits of multimedia for this group. Due to the variety of difficulties that these students may experience, multimedia may not be the most appropriate type of online content for them. Our study aimed to identify the most appropriate combination of multimedia content for them from among three commonly-used types of online learning resources. An experiment was conducted in which 27 students with dyslexia learned about a topic under one of three conditions: a scroll-down website with onscreen text and static pictures, video lecture and subtitled video lecture. No significant differences in learning outcomes were found between the groups. However, the effect sizes indicated the superiority of the website over the other two conditions. Because of the small sample size, further research is needed.

show abstract

“…Only monolingual children were allowed to participate. Participants were from studies described in Knoop-van Campen et al (2018, 2019. Some of the children could not be included due to missing log file data as a result of computer malfunction (Knoop-van Campen et al, 2018: 20 children, 50% dyslexia, Knoop-van Campen et al, 2019.…”

Section: Participantsmentioning

confidence: 99%

“…Unfortunately, the measures in these studies are not suitable for analyzing this relation due to the randomized-block design, which complicates the interpretation of learning outcome results in combination with low numbers of some of the navigation strategies. In addition, the knowledge questions used in the two primary school studies (Knoop-van Campen et al, 2018, 2019 were not the same. Future research may investigate the link between navigation strategies and learning outcomes by adapting the set-up to suit this aim.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

See 1 more Smart Citation

Impact of audio on navigation strategies in children and adults with dyslexia

Campen

Segers

2022

Ann. of Dyslexia

Self Cite

View full text Add to dashboard Cite

Children and adults with dyslexia are often provided with audio-support, which reads the written text for the learner. The present study examined to what extent audio-support as a form of external regulation impacts navigation patterns in children and adults with and without dyslexia. We compared navigation patterns in multimedia lessons of learners with (36 children, 41 adults), and without dyslexia (46 children, 44 adults) in a text-condition vs. text-audio-condition. Log files were recorded to identify navigation patterns. Four patterns could be distinguished: linear reading (linear), linear reading with rereading (big peak), reading with going back to previous pages (small peaks), and a combination of strategies (combined peaks). Children generally used linear navigation strategies in both conditions, whereas adults mostly used combined-peaks strategies in the text-condition, but linear strategies in the text-audio-condition. No differences were found between learners with and without dyslexia. Audio-support does not impact navigation strategies in children but does seem to impact navigation strategies in adult learners, towards the use of more linear navigation patterns, reflecting less self-regulation.

show abstract

Modality and redundancy effects, and their relation to executive functioning in children with dyslexia

Cited by 12 publications

References 56 publications

The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia

The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia

Optimal multimedia combination for students with dyslexia

Impact of audio on navigation strategies in children and adults with dyslexia

Contact Info

Product

Resources

About