Investigating Multiple Source Use Among Students With and Without Dyslexia

• In Event: 42.084 - Poster Session 8
  In Poster Session: 42.084-8 - New Directions in Literacy Research

Abstract

The aim of this study was to compare dyslexic and non-dyslexic students’ learning and integration when reading multiple sources on a socio-scientific issue in a digital environment. Participants were 44 tenth-graders, of these, 22 had been diagnosed with dyslexia. Participants read a mock Internet site containing three different web pages, all including video, text, and pictures, about the controversial issue of sun exposure and health. There were no reliable differences between the two groups in regard to pre-reading topic knowledge, post-reading topic knowledge, or knowledge gain. In contrast, participants without dyslexia clearly outperformed participants with dyslexia on a multiple source integration task and were much more likely to draw on textual sources when constructing their oral responses.

Authors

• Anette Andresen, University of Oslo

• Oistein Anmarkrud, University of Oslo

• Ivar Braten, University of Oslo