An earlier study by Schneps tracked eye movements of dyslexic students while they read, and it showed the use of short lines facilitated reading by improving the efficiency of the eye movements. This second study examined the role the small hand-held reader had on comprehension, and found that in many cases the device not only improved speed and efficiency, but improved abilities for the dyslexic reader to grasp the meaning of the text.
The team tested the reading comprehension and
speed of 103 students with dyslexia who attend Landmark High School in Boston.
Reading on paper was compared with reading on small hand-held e-reader devices,
configured to lines of text that were two-to-three words long. The use of an
e-reader significantly improved speed and comprehension in many of the
students. Those students with a pronounced visual attention deficit benefited
most from reading text on a handheld device versus on paper, while the reverse
was true for those who did not exhibit these issues. The small screen on a
handheld device displaying few words (versus a full sheet of paper) is believed
to narrow and concentrate the reader's focus, which controls visual
distraction.
Read for yourself the same text as above. You will probably
experience that one or more of the texts below are easier to read than the one
at top. If the top text had only one or two lines it would have been very
difficult to read and grasp the meaning:
An earlier study
by Schneps tracked eye movements of dyslexic students while they read, and it
showed the use of short lines facilitated reading by improving the efficiency
of the eye movements. This second study examined the role the small hand-held
reader had on comprehension, and found that in many cases the device not only
improved speed and efficiency, but improved abilities for the dyslexic reader
to grasp the meaning of the text.
The team tested
the reading comprehension and speed of 103 students with dyslexia who attend
Landmark High School in Boston. Reading on paper was compared with reading on
small hand-held e-reader devices, configured to lines of text that were
two-to-three words long. The use of an e-reader significantly improved speed
and comprehension in many of the students. Those students with a pronounced
visual attention deficit benefited most from reading text on a handheld device
versus on paper, while the reverse was true for those who did not exhibit these
issues. The small screen on a handheld device displaying few words (versus a
full sheet of paper) is believed to narrow and concentrate the reader's focus,
which controls visual distraction.
An earlier study
by Schneps tracked eye movements of dyslexic students while they read, and it
showed the use of short lines facilitated reading by improving the efficiency
of the eye movements. This second study examined the role the small hand-held
reader had on comprehension, and found that in many cases the device not only
improved speed and efficiency, but improved abilities for the dyslexic reader
to grasp the meaning of the text.
The team tested
the reading comprehension and speed of 103 students with dyslexia who attend
Landmark High School in Boston. Reading on paper was compared with reading on
small hand-held e-reader devices, configured to lines of text that were
two-to-three words long. The use of an e-reader significantly improved speed
and comprehension in many of the students. Those students with a pronounced
visual attention deficit benefited most from reading text on a handheld device
versus on paper, while the reverse was true for those who did not exhibit these
issues. The small screen on a handheld device displaying few words (versus a
full sheet of paper) is believed to narrow and concentrate the reader's focus,
which controls visual distraction.
An earlier study
by Schneps tracked eye movements of dyslexic students while they read, and it
showed the use of short lines facilitated reading by improving the efficiency
of the eye movements. This second study examined the role the small hand-held
reader had on comprehension, and found that in many cases the device not only
improved speed and efficiency, but improved abilities for the dyslexic reader
to grasp the meaning of the text.
The team tested
the reading comprehension and speed of 103 students with dyslexia who attend
Landmark High School in Boston. Reading on paper was compared with reading on
small hand-held e-reader devices, configured to lines of text that were
two-to-three words long. The use of an e-reader significantly improved speed
and comprehension in many of the students. Those students with a pronounced
visual attention deficit benefited most from reading text on a handheld device
versus on paper, while the reverse was true for those who did not exhibit these
issues. The small screen on a handheld device displaying few words (versus a
full sheet of paper) is believed to narrow and concentrate the reader's focus,
which controls visual distraction.
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