Does Modality Matter? The Effects of Reading, Listening, and Dual Modality on Comprehension

Beth A. Rogowsky, Barbara M. Calhoun and Paula Tallal

SAGE Open, 2016, vol. 6, issue 3, 2158244016669550

Abstract: With advancing technology, there is increasing interest in differences between listening versus reading comprehension or doing both simultaneously. Ninety-one participants were randomly assigned to one of three groups that received the same instructional material (the preface and a chapter from a non-fiction book), but each in a different input modality (digital audiobook, e-text, dual modality). After completing the material, participants took the same comprehension test in written form to establish both immediate comprehension (Time 1) and 2-week retention (Time 2). No statistically significant differences were found for any analyses pertaining to effects of the three different instructional conditions on comprehension at Time 1 or Time 2. Additional analyses showed that both males and females in each condition recalled an equal amount of information, regardless of whether they listened to an audiobook, read from an electronic tablet, or both listened and read simultaneously (dual modality).

Keywords: reading and listening comprehension; dual modality; digital audiobooks; e-text (search for similar items in EconPapers)
Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:6:y:2016:i:3:p:2158244016669550

DOI: 10.1177/2158244016669550

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