Computer-based and paper-based reading comprehension in adolescents with typical language development and language-learning disabilities

Pradyumn Srivastava, Shelley Gray

    Research output: Contribution to journalArticle

    7 Citations (Scopus)

    Abstract

    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 computerbased 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 computerbased 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.

    Original languageEnglish (US)
    Pages (from-to)424-437
    Number of pages14
    JournalLanguage, Speech, and Hearing Services in Schools
    Volume43
    Issue number4
    DOIs
    StatePublished - Oct 1 2012

    Fingerprint

    Language Development
    Learning Disorders
    learning disability
    Reading
    comprehension
    Language
    adolescent
    language
    Hypermedia
    Group
    hypertext
    Reading Comprehension
    Language-learning Disabilities
    Short-Term Memory
    Regression Analysis
    Students
    Technology
    regression

    Keywords

    • Adolescents
    • Computer-based
    • Hypertext
    • Language-learning disabilities
    • Reading comprehension

    ASJC Scopus subject areas

    • Linguistics and Language
    • Speech and Hearing
    • Language and Linguistics

    Cite this

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    abstract = "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 computerbased 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 computerbased 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.",
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    author = "Pradyumn Srivastava and Shelley Gray",
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