Investigating multiple source use among students with and without dyslexia

Andresen, Anette; Anmarkrud, Øistein; Bråten, Ivar

doi:10.1007/s11145-018-9904-z

Cited by 22 publications

(25 citation statements)

References 173 publications

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“…However, Coiro (2011) found that even though prior topic knowledge played an important role in online research and comprehension performance of students with low online reading skills, it did not influence the performance of students with high online reading skills. Further, a recent study showed that even though prior topic knowledge was associated with knowledge acquisition after engaging with multiple web pages on a socio-scientific topic, it was not associated with multiple source integration (Andresen, Anmarkrud, & Bråten, 2018). These results suggest that prior knowledge is also an important factor in online research; however, further research is needed to better understand its role.…”

Section: The Relation Of Prior Knowledge Reasoning and Gender To LImentioning

confidence: 86%

“…Previous research has shown that good reading comprehension skills do not ensure students' success in integrating information from multiple texts (Stahl, Hynd, Britton, McNish, & Bosquet, 1996). Integrating information may also involve additional demands on working memory (Andresen et al, 2018;DeStefano & Levre, 2007). Additionally, students' attention and executive functions may contribute to their ORC performance, especially in synthesizing information.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

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Literacy skills and online research and comprehension: struggling readers face difficulties online

et al. 2019

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The present study evaluated the extent to which literacy skills (reading fluency, written spelling, and reading comprehension), together with nonverbal reasoning, prior knowledge, and gender, are related to students' online research and comprehension (ORC) performance. The ORC skills of 426 sixth graders were measured using a Finnish adaptation of the Online Research and Comprehension Assessment. Results of a structural equation model showed that these ORC skills were divided into six highly correlated factors, and that they formed a common factor in ORC. Altogether, these predictor variables explained 57% of the variance in ORC. Reading comprehension, along with gender, was the strongest predictor for ORC performance. In addition, reading fluency and written spelling explained ORC variance over and above reading comprehension. These findings suggest that struggling readers probably face difficulties online.

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Section: The Relation Of Prior Knowledge Reasoning and Gender To LImentioning

confidence: 86%

Section: Limitations and Future Researchmentioning

confidence: 99%

Literacy skills and online research and comprehension: struggling readers face difficulties online

et al. 2019

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“…This research is based on a sample of 22 tenth-graders with dyslexia who participated in a study investigating differences in multiple source use between students with and without dyslexia (Andresen, Anmarkrud, & Bråten, 2019). That study indicated that the group of students with dyslexia was heterogeneous with respect to working memory capacity and reading skill.…”

Section: The Present Studymentioning

confidence: 99%

“…The oral responses were audio-taped and transcribed before they were scored. Following Andresen et al (2019), the responses were scored in three steps. In the first step, we coded responses to both questions based on the extent to which participants integrated the two main perspectives represented in the materials (i.e., sun exposure is healthy vs. sun exposure is harmful), regardless of the web pages and representations they drew upon in their responses.…”

Section: Multiple Source Integration Taskmentioning

confidence: 99%

“…Note. 1 The z-scores are based on comparison with the pre-reading topic knowledge, post reading topic knowledge, and learning gain scores of a sample of 528 Norwegian 10th and 11th graders (Anmarkrud & Ferguson, 2011 (Andresen et al, 2019). Table 7 Representations drawn on in the integration task Finally, even though the eye-tracking data indicated that the four participants processed all the representations on all the web pages, there was a clear pattern regarding which representations the participants drew on in the multiple source integration task.…”

Section: Learning Gainmentioning

confidence: 99%

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Processing and learning from multiple sources: A comparative case study of students with dyslexia working in a multiple source multimedia context

Andresen

Anmarkrud

Salmerón

et al. 2019

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This study investigated how four 10th-grade students with dyslexia processed and integrated information across web pages and representations when learning in a multiple source multimedia context. Eye movement data showed that participants' processing of the materials varied with respect to their initial exploration of the web pages, their overall processing time, and the linearity of their processing patterns, with post-learning interviews indicating the deliberate, strategic considerations underlying each participant's processing pattern. Eye movement data in terms of fixation duration and percentage of regressions also corroborated the findings of formal, diagnostic assessments. Finally, it was found that participants differed with respect to how much factual information they learned from working with the materials and how well they were able to integrate information across the web pages and representations, with results suggesting particular problems with learning factual information and, at the same time, constructing a coherent mental representation of the issue, as well as with drawing on textual information in the integration process. This study brings together two research areas that essentially have been kept apart in theory and research, that is, dyslexia and multimedia learning, and it provides unique information about the role of individual differences in multiple source multimedia contexts.

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Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy

Coiro

2020

Reading Research Quarterly

111

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In this commentary, the author explores the tension between almost 30 years of work that has embraced increasingly complex conceptions of digital reading and recent studies that risk oversimplifying digital reading as a singular entity analogous with reading text on a screen. The author begins by tracing a line of theoretical and empirical work that both informs and complicates our understanding of digital literacy and, more specifically, digital reading. Then, a heuristic is proposed to systematically organize, label, and define a multifaceted set of increasingly complex terms, concepts, and practices that characterize the spectrum of digital reading experiences. Research that informs this heuristic is used to illustrate how more precision in defining digital reading can promote greater clarity across research methods and advance a more systematic study of promising digital reading practices. Finally, the author discusses implications for assessment, research, practice, and policy.

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Investigating multiple source use among students with and without dyslexia

Abstract: Development of an instrument for measuring different types of cognitive load. Behavior

Cited by 22 publications

References 173 publications

Literacy skills and online research and comprehension: struggling readers face difficulties online

Literacy skills and online research and comprehension: struggling readers face difficulties online

Processing and learning from multiple sources: A comparative case study of students with dyslexia working in a multiple source multimedia context

Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy

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