{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,5]],"date-time":"2026-10-05T06:09:15Z","timestamp":1791180555855,"version":"4.1.0"},"reference-count":49,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[1996,5,1]],"date-time":"1996-05-01T00:00:00Z","timestamp":830908800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[1996,5]]},"abstract":"<jats:p>Studies have shown that when information is presented through visual and auditory channels simultaneously (i.e., bimodal presentation), speed of processing and memory recall are enhanced. The present study demonstrated the efficacy of a bimodal approach to fostering reading comprehension. Eighteen average readers (9 girls and 9 boys) and 18 less skilled readers (8 girls and 10 boys) in Grades 8 and 9 participated in the study. Students were presented with social studies and science passages via a computer. Passages were presented in three conditions: visually (on screen), auditorily (read by digitized voice), and bimodally (on screen, highlighted, while being voiced). Following each passage, students answered 10 oral-response, short-answer comprehension questions. Results indicated that less skilled readers comprehended more with bimodal versus unimodal presentations. Overall, their performance in the bimodal condition was commensurate with average readers' comprehension in the visual condition. For less skilled readers, an increase in word recognition from pre- to posttesting on word lists was found across conditions. In addition, results of a brief consumer satisfaction survey suggested that low-skilled readers felt most successful in terms of their comprehension when passages were presented bimodally. Several clinical issues involved in presenting information bimodally using computers are discussed.<\/jats:p>","DOI":"10.1177\/002221949602900305","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"271-279","source":"Crossref","is-referenced-by-count":94,"title":["Bimodal Reading: Benefits of a Talking Computer for Average and Less Skilled Readers"],"prefix":"10.1177","volume":"29","author":[{"given":"Julie","family":"Montali","sequence":"first","affiliation":[{"name":"Julie Montali is a doctoral student in school psychology at Syracuse University. Her research interests include assessment of and intervention for reading disabilities, and understanding memory as it relates to learning and reading disabilities."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lawrence","family":"Lewandowski","sequence":"additional","affiliation":[{"name":"Lawrence Lewandowski, PhD, is an associate professor of psychology and director of training in school psychology at Syracuse University. His research and writing activities focus on understanding the neuropsychological, cognitive, and psychosocial aspects of learning disabilities. Address: Lawrence Lewandowski, Department of Psychology, 472 Huntington Hall, Syracuse University, Syracuse, NY 13244."}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[1996,5,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1080\/17470215608416814"},{"key":"atypb2","doi-asserted-by":"crossref","first-page":"443","DOI":"10.2190\/WUMP-CFDY-JFPM-LW3C","volume":"3","author":"Cosden, R.","year":"1987","journal-title":"Journal of Educational Computing Research"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-9604.1990.tb00192.x"},{"key":"atypb4","volume-title":"The American nation.","author":"Davidson, J. 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