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The Effect of Illus...
The Effect of Illustration on Improving Text Comprehension in Dyslexic Adults
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- Holmqvist Olander, Mona (author)
- Gothenburg University,Göteborgs universitet,University of Gothenburg,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies,University of Gothenburg, Sweden
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- Wennås Brante, Eva (author)
- Gothenburg University,Göteborgs universitet,Kristianstad University,University of Gothenburg,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies,University of Gothenburg, Sweden
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- Nyström, Marcus (author)
- Lund University,Lunds universitet,Humanistlaboratoriet,Fakultetsgemensamma verksamheter,Humanistiska och teologiska fakulteterna,Lund University Humanities Lab,Units,Joint Faculties of Humanities and Theology,Lund University, Sweden
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(creator_code:org_t)
- 2016-11-28
- 2017
- English.
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In: Dyslexia. - : John Wiley & Sons. - 1076-9242 .- 1099-0909. ; 23:1, s. 42-65
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Abstract
Subject headings
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- This study analyses the effect of pictures in reading materials on the viewing patterns of dyslexic adults. By analysing viewing patterns using eye-tracking, we captured differences in eye movements between young adults with dyslexia and controls based on the influence of reading skill as a continuous variable of the total sample. Both types of participants were assigned randomly to view either text-only or a text + picture stimuli. The results show that the controls made an early global overview of the material and (when a picture was present) rapid transitions between text and picture. Having text illustrated with a picture decreased scores on questions about the learning material among participants with dyslexia. Controls spent 1.7% and dyslexic participants 1% of their time on the picture. Controls had 24% fewer total fixations; however, 29% more of the control group's fixations than the dyslexic group's fixations were on the picture. We also looked for effects of different types of pictures. Dyslexic subjects exhibited a comparable viewing pattern to controls when scenes were complex, but fewer fixations when scenes were neutral/simple. Individual scan paths are presented as examples of atypical viewing patterns for individuals with dyslexia as compared with controls. © 2016 The Authors. Dyslexia published by John Wiley & Sons Ltd.
Subject headings
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
- HUMANIORA -- Språk och litteratur -- Jämförande språkvetenskap och allmän lingvistik (hsv//swe)
- HUMANITIES -- Languages and Literature -- General Language Studies and Linguistics (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
Keyword
- eye-tracking
- dyslexia
- text–picture comprehension
- multi-modal learning
- Adolescent
- Adult
- Books
- Illustrated
- Case-Control Studies
- Comprehension
- Dyslexia
- Eye Movements
- Female
- Humans
- Learning
- Male
- Reading
- Young Adult
- eye-tracking; dyslexia; text–picture comprehension; multi-modal learning
Publication and Content Type
- ref (subject category)
- art (subject category)
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