תקציר
Today, many adult readers use text-to-speech
technologies to support or accompany their reading. The Dual Coding theory (Paivio,1990) suggests that visual information (text) complemented
by auditory information of the text read aloud (narration of the text), results in better reading comprehension. Alternatively, the Cognitive Load theory
(Sweller, 1998) claims that using both sensory channels simultaneously impairs the quality of information processing, which may result in inferior reading comprehension. Previous studies that tested
the contribution of narration to reading comprehension assumed that reading (i.e., decoding processes) occurred while listening to the narration.
Surprisingly, this assumption has not been tested
empirically among adults. In the present study
we used eye-tracking technology to examine (1)
the effect of narration on eye-movements associated with reading, and (2) the influence of narration
on reading comprehension relative to a condition
without narration. The participants were 24 university students (Mage=25.76, SD=4.62), without
learning disabilities. The participants read two expository texts, one with and one without narration,
and their eye-movements were recorded. Following each text, participants answered 12 multiplechoice comprehension questions. Using an area
of interest (AOI) analysis, we found differences in
eye-movement behavior between the two conditions. Reading speed was significantly higher in
the without-narration condition compared to the
with-narration condition, and variability in reading speed was larger in the former condition. In
addition, compared to the with-narration condition, reading without-narration resulted in overall
fewer fixations across AOIs and fewer regressions
between AOIs (paragraph level). Despite these differences in reading behavior, comprehension scores
were similar across conditions (Mwith-narrator =
80, SD = 12.09, Mwithout-narrator = 80.55, SD =
16.29). Using the same experimental design, we are
currently collecting data from students with reading disabilities. Results will be presented at the conference. Theoretical and pedagogical implications
of these findings for the usefulness of text-to-speech
interventions will be discussed.
technologies to support or accompany their reading. The Dual Coding theory (Paivio,1990) suggests that visual information (text) complemented
by auditory information of the text read aloud (narration of the text), results in better reading comprehension. Alternatively, the Cognitive Load theory
(Sweller, 1998) claims that using both sensory channels simultaneously impairs the quality of information processing, which may result in inferior reading comprehension. Previous studies that tested
the contribution of narration to reading comprehension assumed that reading (i.e., decoding processes) occurred while listening to the narration.
Surprisingly, this assumption has not been tested
empirically among adults. In the present study
we used eye-tracking technology to examine (1)
the effect of narration on eye-movements associated with reading, and (2) the influence of narration
on reading comprehension relative to a condition
without narration. The participants were 24 university students (Mage=25.76, SD=4.62), without
learning disabilities. The participants read two expository texts, one with and one without narration,
and their eye-movements were recorded. Following each text, participants answered 12 multiplechoice comprehension questions. Using an area
of interest (AOI) analysis, we found differences in
eye-movement behavior between the two conditions. Reading speed was significantly higher in
the without-narration condition compared to the
with-narration condition, and variability in reading speed was larger in the former condition. In
addition, compared to the with-narration condition, reading without-narration resulted in overall
fewer fixations across AOIs and fewer regressions
between AOIs (paragraph level). Despite these differences in reading behavior, comprehension scores
were similar across conditions (Mwith-narrator =
80, SD = 12.09, Mwithout-narrator = 80.55, SD =
16.29). Using the same experimental design, we are
currently collecting data from students with reading disabilities. Results will be presented at the conference. Theoretical and pedagogical implications
of these findings for the usefulness of text-to-speech
interventions will be discussed.
| שפה מקורית | אנגלית אמריקאית |
|---|---|
| מזהי עצם דיגיטלי (DOIs) | |
| סטטוס פרסום | פורסם - 2017 |
| אירוע | European Society for Cognitive Psychology Conference - Potsdam, גרמניה משך הזמן: 3 ספט׳ 2017 → … |
כנס
| כנס | European Society for Cognitive Psychology Conference |
|---|---|
| מדינה/אזור | גרמניה |
| עיר | Potsdam |
| תקופה | 3/09/17 → … |