Boys-Specific Text-Comprehension Enhancement With Dual Visual-Auditory Text Presentation Among 12-14 Years-Old Students.

ABSTRACT: Quality of language comprehension determines performance in all kinds of activities including academics. Processing of words initially develops as auditory, and gradually extends to visual as children learn to read. School failure is highly related to listening and reading comprehension problems. In this study we analyzed sex-differences in comprehension of texts in Spanish (standardized reading test PROLEC-R) in three modalities (visual, auditory, and both simultaneously: dual-modality) presented to 12-14-years old students, native in Spanish. We controlled relevant cognitive variables such as attention (d2), phonological and semantic fluency (FAS) and speed of processing (WISC subtest Coding). Girls' comprehension was similar in the three modalities of presentation, however boys were imp

SUBMITTER: Alvarez-Alonso MJ 

PROVIDER: S-EPMC8062718 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature