Promoting Young Adolescents’ Reading Performance: Evidence from Narrative Transportation on Multimodality Readings

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2023-02-14 DOI:10.1080/07380569.2023.2173542

Lan Fang, Xiangming Li

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Abstract

Abstract There is a call for exploring the narrative transportation and reading performance among multimodality readings, i.e., single modality (text), dual modality (text + picture), and tri-modality (text + picture + audio). Altogether 42 junior high-school participants native in Chinese from an urban city in P.R. China were invited to the 90-minute experiment. The participants were administered English reading materials and a self-reported scale of transportation, along with a pretest to determine English proficiency level. The statistical analysis showed that (1) the transportation effect is highest in tri-modality readings, followed by that in dual and single modality readings. (2) There is no statistical difference between genders in relation to transportation effect. (3) Except for tri-modality reading, there is no statistical difference in relation to English proficiency for narrative transportation. The study results indicate that teachers could fully immerse students into narrative stories by pedagogically incorporating texts, pictures, and audios into reading materials.

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促进青少年阅读表现——来自多模态阅读叙事运输的证据

摘要有人呼吁探索多模态阅读中的叙事运输和阅读表现，即单模态（文本）、双模态（文本 + 图片）和三模态（文本 + 相片 + 音频）。共有42名来自中国某城市的初中生受邀参加了这项90分钟的实验。参与者接受了英语阅读材料和自我报告的交通量表，以及确定英语熟练程度的预测试。统计分析表明：（1）三模态读数的运输效应最高，其次是双模态和单模态读数。（2）在交通影响方面，性别之间没有统计学差异。（3）除了三模态阅读外，叙事运输的英语水平没有统计学差异。研究结果表明，教师可以通过将文本、图片和音频融入阅读材料中，使学生完全沉浸在叙事故事中。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.