Facilitating memory in children with reading disabilities through computerized bimodal presentation

This study examined the free recall of words presented via the computer in three conditions: auditory, visual, and bimodal. Results showed that students with lower reading abilities recalled significantly more words presented bimodally than in either single mode; the results of delayed recall after an interference task indicate that bimodal advantage is maintained.

Author: 
Montali, J.
Year: 
2000
Source: 
Dissertation Abstracts International: Section B: The Sciences and Engineering.
Type: 
Related Research
Content Area: 
reading
Instructional Support: 
multiple formats of text and notation
practice and reinforcement activities