Effect of digital highlighting on reading comprehension given text-to-speech technology for people with aphasia

Brown, Jessica; Knollman-Porter, Kelly; Hux, Karen; Wallace, Sarah E.; Deville, Camille

doi:10.1080/02687038.2020.1787728

Cited by 6 publications

(1 citation statement)

References 62 publications

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“…In addition, there are other opinions that the cognitive level of this type of paging or scrolling is not affected, and this type of text display also does not affect student learning satisfaction. In addition, it was found that differences in the cognitive styles of students who used paging and scrolling did not show significant differences in their learning outcomes, all students displayed equally good learning outcomes (Arrington et al, 2014;Brown et al, 2021). One of the dynamic text displays is times square which moves the reading from right to left, RSVP dynamic text display which presents several sentences of text on the screen at a certain time, and scrolling which moves the text from top to bottom at a constant speed (Hadianto et al, 2021;Kuzmičová et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Text Display in Mobile Reading to Reading Comprehension, Attention, and Cognitive

Nurmahanani

2024

INT J INSTRUCTION

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The aim of this study was to investigate the types of static, dynamic, and mixed text display on students' reading comprehension, attention, and cognitive. In addition, this study also considers sitting, standing, and walking positions and different types of text. Quasi-experiments were used in this study with random sample selection of students at the high school level who have mobile reading habits. The instruments used in this study were gadgets for mobile reading, reading comprehension tests, and cognitive level measurement scales. The results showed that the reading positions that made a significant positive contribution to sustained attention were sitting reading positions and mixed text types which made the lowest contribution to sustained attention. In addition, it was found that the type of text did not have a significant effect on students' reading comprehension skills. Moving text also does not contribute significantly to students' reading comprehension skills. Students' reading comprehension ability is significantly influenced by the type of text display and reading context. Students' cognitive abilities are significantly influenced by the type of text display, but not by the reading context. Of the three types of text display, the sequence of text types that make a significant contribution from the highest to the lowest is mixed text which makes the most significant contribution, then dynamic text, and static text. So, it can be concluded that the reading context and the type of text display have different impacts on students' reading comprehension skills, sustained attention and cognitive levels of students. This research has implications that teachers must modify students' mobile reading habits by displaying text, and reading contexts so that reading comprehension skills can increase optimally.

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