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We compared study time and knowledge gain in 26 11\u2010year\u2010old children with dyslexia and 38 typically reading peers in a within\u2010subjects design. All children were presented with a series of user\u2010paced multimedia lessons in 3 conditions: pictorial information presented with (a) written text, (b) audio, or (c) combined text and audio. We also examined whether children's learning outcomes were related to their working memory. With respect to study time, we found modality and reversed redundancy effects. Children with dyslexia spent more time learning in the text condition, compared with the audio condition and the combined text\u2010and\u2010audio condition. Regarding knowledge gain, no modality or redundancy effects were evidenced. Although the groups differed on working memory, it did not influence the modality or redundancy effect on study time or knowledge gain. In multimedia learning, it thus is more efficient to provide children with dyslexia with audio or with auditory support.<\/jats:p>","DOI":"10.1002\/dys.1585","type":"journal-article","created":{"date-parts":[[2018,3,26]],"date-time":"2018-03-26T03:49:07Z","timestamp":1522036147000},"page":"140-155","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":31,"title":["The modality and redundancy effects in multimedia learning in children with dyslexia"],"prefix":"10.1002","volume":"24","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3666-8577","authenticated-orcid":false,"given":"Carolien A. 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