Computer-Based and Paper-Based Reading Comprehension in Adolescents With Typical Language Development and Language-Learning Disabilities.
Purpose: With the global expansion of technology, our reading platform has shifted from traditional text to hypertext, yet little consideration has been given to how this shift might help or hinder students' reading comprehension. The purpose of this study was to compare reading comprehension of com...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 43; no. 4; pp. 424 - 438 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Oct2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=82332514&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 82332514 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Oct2012 vid: 43 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 82332514 82332514 82332514 10.1044/0161-1461(2012/10-0108) 82332514 ppf: 424 ppct: 14 formats: fmt: @attributes: type: P tig: atl: Computer-Based and Paper-Based Reading Comprehension in Adolescents With Typical Language Development and Language-Learning Disabilities. aug: au: Srivastava, Pradyumn Gray, Shelley Nippold, Marilyn Schneider, Phyllis affil: Arizona State University, Tempe sug: subj: Reading Evaluation Learning Disorders Diagnosis Language Disorders Diagnosis Computers and Computerization Utilization Hypertext Utilization Human Comparative Studies Arizona Adolescence Literacy Questionnaires Control Group Time Factors Regression Memory, Short Term Language Development Cognition Arizona Language Tests Intelligence Tests Aptitude Tests Analysis of Variance Predictive Validity Models, Statistical Utilization Confidence Intervals Hypothesis Adolescent: 13-18 years ab: Purpose: With the global expansion of technology, our reading platform has shifted from traditional text to hypertext, yet little consideration has been given to how this shift might help or hinder students' reading comprehension. The purpose of this study was to compare reading comprehension of computer-based and paper-based texts in adolescents with and without language-learning disabilities (LLD). Method: Fourteen adolescents with LLD and 25 adolescents with typical language development (TLD) read literary texts in computer-based and paper-based formats and then answered reading comprehension questions. Results: The LLD group scored significantly lower than the TLD group on the reading comprehension measure, but there were no significant between-group differences for reading or answering time. In addition, there were no significant within-group differences for the computer-based or paper-based conditions. Predictors for reading comprehension varied by group and condition. Conclusion: Neither group appeared to be affected by the additional cognitive load imposed by hypertext in the computer-based condition; however, the load between conditions may not have been sufficient to differentially impact reading comprehension. Based on the regression analyses, it appears that working memory, oral language, and decoding differed in their contribution to reading comprehension for each group and condition. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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