Effects of Presentation Mode on the Comprehension-Monitoring Behaviors of LD Adolescents

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Abstract
This study assessed the effects of presentation mode on the comprehension-monitoring behaviors of LD adolescents. Thirty LD students (grades 9–12) were presented comprehension-monitoring tasks under two presentation-mode conditions: verbalization and listening. Four expository passages about animals were utilized which contained two types of embedded errors (within-sentence and between-sentence). As an on-line measure of monitoring, subjects were asked to identify embedded passage inconsistencies that interfered with meaning. As post-reading measures, two statement identification tasks were used to assess the subjects' awareness of passage information and statement plausibility. While multivariate analyses revealed no significant main effects for the verbalization condition, significant effects were found for the listening condition with the embedded error tasks. In addition, significant interaction effects for detection of embedded errors and judgments of statement plausibility suggested that the multimodal presentations acted to depress scores. Implications are drawn for future research and ucational practice.