Video-Blogs and Linguistic Simplification for Students with Intellectual Disability

Autor/inn/en	Fajardo, Inmaculada; Ávila, Vicenta; Delgado, Pablo; Gómez-Merino, Nadina; Salmerón, Ladislao
Titel	Video-Blogs and Linguistic Simplification for Students with Intellectual Disability
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 35 (2022) 5, S.1217-1230 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fajardo, Inmaculada) ORCID (Salmerón, Ladislao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.13016
Schlagwörter	Video Technology; Electronic Journals; Reading Comprehension; Students with Disabilities; Intellectual Disability; Language Usage; Readability; Reading Tests; Accuracy; Scores; Reading Skills + Suchen Sie Ihr Suchwort? E-Journal; Leseverstehen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Sprachgebrauch; Lesbarkeit; Lesetest; Reading skill; Lesefertigkeit
Abstract	Background: The Internet provides individuals with intellectual disability with access to information and participation in a broader society, but it also presents risks when content is difficult to comprehend. This study aimed to test whether students with intellectual disability enhanced their comprehension of online blogs as a function of the format (text vs. video) and linguistic simplification. Method: Young students with intellectual disability read or watched text and video-blog posts about environment, health, society, and technology in their original version or a linguistically simplified/easy-to-read version. Then, they completed tests that assessed their reading processing (e.g., calibration) and comprehension of blog content. Results: Participants predicted that they would correctly answer 80% of the comprehension questions, but their average comprehension of the blog posts was 55%, regardless of the condition. Previous levels of students' reading comprehension skills predicted their blog comprehension scores and interacted with format and simplification. Those participants with higher reading comprehension skills learned more from non-simplified than from simplified blog posts while those with lower levels of reading comprehension skills did not benefit from linguistic simplification nor video-blog format although the difference with regard to higher comprehenders was lower in the video and simplified conditions. Conclusions: Improving reading comprehension abilities of students with intellectual disability is essential to prevent the digital divide while linguistic simplification is not a useful accommodation and even counterproductive for higher reading comprehenders. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01