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https://journals.sagepub.com/doi/full/10.1177/2158244016669550?campaign_id=18&emc=edit_hh_20250829&instance_id=161530&nl=well®i_id=122976029&segment_id=204892&user_id=b25c5730c89e0c73f75709d8f1254337
A study investigated if reading, listening, or dual modality impacts comprehension. Results showed no significant differences in immediate or 2-week retention across modalities for college-educated adults.
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Automatically extracted metadata and content analysis.
- AI Headline
- Does Modality Matter? The Effects of Reading, Listening, and Dual Modality on Comprehension
- Simplified Title
- Researchers Study Reading Listening Comprehension
- AI Excerpt
- A study investigated if reading, listening, or dual modality impacts comprehension. Results showed no significant differences in immediate or 2-week retention across modalities for college-educated adults.
- Subject Tags
-
Reading Comprehension Listening Comprehension Dual Modality Learning Cognitive Psychology Educational Research Learning Modalities
- Context Type
- Research
- AI Confidence Score
-
1.000
- Context Details
-
{ "tone": "informative", "perspective": "academic", "audience": "academic", "credibility_indicators": [ "peer_reviewed", "data_cited", "statistical_analysis", "methodology_described" ] } - Tone
- analytical
- Perspective
- academic
- Audience
- academic
Source Information
Complete details about this source submission.
- Domain
- journals.sagepub.com
- Site Name
- SAGE Journals
- Publisher
- SAGE Publications
- Author
- Beth A. Rogowsky, Barbara M. Calhoun, Paula Tallal
- Published Date
- September 1, 2016 at 12:00 AM
- Overall Status
-
Pending
- Submitted By
- Donato V. Pompo
- Submission Date
- August 29, 2025 at 5:04 PM
- Metadata
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(Zickuhr & Rainie, 2014).", "simplified_text": "Audiobook consumption among adults is rising rapidly Pew Research Center reports", "claim_maker": "The Pew Research Center", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a28c-b655-4962-80d7-faccfd59ae7b", "text": "Digital media now makes it possible for individuals to easily listen, read, or do both simultaneously from their smart phones, e-readers, electronic tablets, and computers.", "simplified_text": "Digital media allows listening reading or both simultaneously", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a28d-ac1d-4f96-8e2a-2e7ff5328117", "text": "Across several studies, recall after reading text was better than recall after listening to 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"9fc8a28f-9afc-46cc-ae76-1cebe8cfe9ec", "text": "In contrast, Moyer found no significant differences between the two modalities.", "simplified_text": "Moyer found no significant differences between reading and listening", "claim_maker": "Moyer", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a290-8e8b-4b5d-894c-a78cb4e27dd0", "text": "Much of the research investigating the effects of dual modality presentation of verbal information on comprehension has been done with foreign language learners.", "simplified_text": "Dual modality research on verbal comprehension is often done with foreign language learners", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a291-8f2f-4785-a7af-ee2cf3640cb9", "text": "Chang (2009) did not include a read-only condition, but found gains in comprehension when students read and listened simultaneously to stories, rather than listening only.", "simplified_text": "Chang 2009 found comprehension gains when students read and listened simultaneously", "claim_maker": "Chang", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a292-844d-4c49-9c4f-9ecb2bf666f7", "text": "In contrast, Diao and Sweller (2007) found significant gains in comprehension in the reading modality only rather than the reading while listening condition, but did not include a listening-only condition.", "simplified_text": "Diao and Sweller 2007 found comprehension gains in reading only", "claim_maker": "Diao and Sweller", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a293-7ee8-4e95-8bed-388e53b8afbd", "text": "Their results support cognitive load theory, wherein it is hypothesized that simultaneous inputs from two modes increase cognitive load and, hence, can be detrimental to learning compared with the presentation of the material in a single modality only (Plass, Moreno, & Brunken, 2010).", "simplified_text": "Simultaneous inputs increase cognitive load and can be detrimental to learning cognitive load theory suggests", "claim_maker": "Plass, Moreno, & Brunken", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a294-776e-4777-aa68-975f598bfb9c", "text": "Moreno and Mayer (2002) found that students who read while listening to text learned the material better than those who only listened, or those whose text was accompanied by animations.", "simplified_text": "Moreno and Mayer 2002 found reading while listening students learned better than listening only students", "claim_maker": "Moreno and Mayer", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a295-7ae2-4a44-ac2b-ece174d519d2", "text": "Pauls, Petermann, and Lepach (2013) found that women outperformed men on auditory episodic memory tasks and explained that the women\u2019s superior auditory memory performance could be explained by their advantage in verbal ability.", "simplified_text": "Pauls Petermann and Lepach 2013 found women outperformed men on auditory episodic memory tasks", "claim_maker": "Pauls, Petermann, and Lepach", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a296-7aa8-4c27-9acc-51dc2efd82fa", "text": "Based on these study criteria, 121 participants from the New York City metropolitan area were selected.", "simplified_text": "121 participants from New York City were selected for the study", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a297-7ba6-42a9-aed9-68c175962b90", "text": "Of the 91 participants in this study, 46 were male and 45 were female.", "simplified_text": "46 male and 45 female participants were in this study", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a298-6433-4c1e-86d7-b2c4b56c42a8", "text": "The mean age of the males was 31.1 (SD = 4.9), and the mean age of the females was 30.4 (SD = 4.4).", "simplified_text": "Mean age of males was 31.1 mean age of females was 30.4", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a299-6958-456b-b3ce-3c165a95c9f7", "text": "The mean comprehension aptitude score for the participants in the digital audiobook condition was 25.5 (SD = 5.8), in the e-text condition was 27.5 (SD = 5.5), and in the dual modality condition was 25.5 (SD = 5.4), out of a highest possible score of 38.", "simplified_text": "Digital audiobook comprehension aptitude score was 25.5 e-text was 27.5 dual modality was 25.5", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a29a-6313-4a4e-8bfe-2cc2633c4b89", "text": "The audio and dual modality conditions lasted 16 min and 24 s, and were read at a pace of 149 words per minute.", "simplified_text": "Audio and dual modality conditions lasted 16 minutes 24 seconds at 149 words per minute", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a29b-5c39-4047-81bb-b617b7e5b0ee", "text": "Participants in the digital audiobook condition had a mean score on the Unbroken Comprehension test at Time 1 of 30.9 (SD = 6.7).", "simplified_text": "Digital audiobook participants scored 30.9 on Unbroken Comprehension test at Time 1", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a29c-52d6-4a29-882f-9ad413a6a167", "text": "Participants in the e-text condition had a mean score of 31.3 (SD = 5.4).", "simplified_text": "E-text participants scored 31.3 on Unbroken Comprehension test at Time 1", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a29d-426d-480e-87ff-ea34308590f5", "text": "Participants in the dual modality condition had a mean score of 31.5 (SD = 5.7).", "simplified_text": "Dual modality participants scored 31.5 on Unbroken Comprehension test at Time 1", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a29e-4411-4907-93a8-71c7897610f9", "text": "Comprehension aptitude had a significant effect on Unbroken Comprehension test results at Time 1, F(1, 87) = 56.86; p < .001, indicating that individual differences in comprehension aptitude was significantly related to their score on the Unbroken Comprehension test at Time 1; participants who had higher comprehension aptitudes also had higher Unbroken Comprehension test scores.", "simplified_text": "Comprehension aptitude significantly affected Unbroken Comprehension test results at Time 1", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a29f-398d-447e-bc2e-3c3c139fdb93", "text": "The main effect for input modality condition (digital audiobook, e-text, or dual modality) was not significantly related to the mean scores on the Unbroken Comprehension test at Time 1, F(2, 87) = 0.76; p > .05, even after controlling for the effect of comprehension aptitude.", "simplified_text": "Input modality condition was not significantly related to Unbroken Comprehension test scores at Time 1", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a2a0-2e6f-435b-9d34-c70a6cd065fe", "text": "This analysis demonstrates that participants in each condition recalled similar amounts of information, regardless of whether they listened to an audiobook, read on an electronic tablet, or listened and read simultaneously (dual modality).", "simplified_text": "Participants recalled similar information amounts regardless of input modality", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a2a1-34ed-43ed-af00-944143cf6762", "text": "Comprehension aptitude results for males significantly influenced the results on the Unbroken Comprehension test results at Time 1, F(1, 42) = 41.43; p < .001.", "simplified_text": "Male comprehension aptitude significantly influenced Unbroken Comprehension test results at Time 1", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a2a2-2fc1-4e5b-a3a0-597381dfe7ee", "text": "The main effect for input modality condition was not significantly related to the mean scores for the males on the Unbroken Comprehension assessment at Time 1, F(2, 42) = 0.62; p > .05, even after co-varying out the effect of comprehension aptitude.", "simplified_text": "Input modality condition was not significantly related to male Unbroken Comprehension test scores at Time 1", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a2a3-20ea-44e0-b486-b6ab00287c73", "text": "This analysis finds that males recalled an equal amount of content from a non-fiction book, regardless of whether they listened on an audiobook, read on an electronic tablet, or listened and read simultaneously (dual modality).", "simplified_text": "Males recalled equal content amounts regardless of input modality", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a2a4-192e-4f0f-a082-be2ad8dd4986", "text": "Comprehension aptitude results for females significantly influenced the results on the Unbroken Comprehension assessment results at Time 1, F(1, 41) = 19.23; p < .001.", "simplified_text": "Female comprehension aptitude significantly influenced Unbroken Comprehension test results at Time 1", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a2a5-04ff-4598-9fb1-63df470d3db7", "text": "The main effect for input modality condition was not significantly related to the mean scores for the females on the Unbroken Comprehension assessment at Time 1, F(2, 41) = 0.44; p > .05, even after co-varying out the effect of comprehension aptitude.", "simplified_text": "Input modality condition was not significantly related to female Unbroken Comprehension test scores at Time 1", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a2a6-01ca-4bcd-bc63-d3e80b709d80", "text": "This analysis shows that females in each condition recalled an equal amount of information from a non-fiction book at Time 1, regardless of whether they listened on an audiobook, read from an electronic tablet, or listened and read simultaneously (dual modality).", "simplified_text": "Females recalled equal information amounts regardless of input modality at Time 1", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a2a6-f656-4d6f-9986-aab8cd68b910", "text": "The results of this analysis show that neither input modality nor gender has any significant effect on immediate recall of non-fiction information as measured by the Unbroken Comprehension test at Time 1.", "simplified_text": "Input modality nor gender significantly affect immediate recall of non-fiction information", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a2a7-e43e-42a3-9f2a-2b783ef19d8f", "text": "That is, all three modes of input were similarly effective for comprehending non-fiction text for both males and females.", "simplified_text": "All three input modes were similarly effective for comprehending non-fiction text", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a2a8-d708-4141-aee9-0541a8037501", "text": "Of the 91 participants who completed testing at Time 1, 89 participants completed the Unbroken Comprehension test at Time 2.", "simplified_text": "89 participants completed Unbroken Comprehension test at Time 2", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a2a9-ceb3-49a1-a0de-edc92ed57a37", "text": "Participants in the digital audiobook condition had a mean score of 28.2 (SD = 7.8).", "simplified_text": "Digital audiobook participants scored 28.2 on Unbroken Comprehension test at Time 2", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null }, { "uuid": "9fc8a2aa-c4bd-432b-8d05-e0775a9fee3d", "text": "Participants in the e-text condition had a mean score of 29.1 (SD = 5.9).", "simplified_text": "E-text participants scored 29.1 on Unbroken Comprehension test at Time 2", "claim_maker": "The author", "claim_subject_tags": [ "General" ], "confidence": 0.5, "context_type": "Website Article", "similarity_found": false, "linked_to": null, "similarity_score": null } ], "improved_author": null, "suggested_reeval_at": "indefinite" } } - Database ID
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<html lang="en" class="pb-page js" data-request-id="27063c933bae437d97baf0193c03e91a" style="--vh: 9.450000000000001px; --header-height: 120px;"><head data-pb-dropzone="head"><script async="" src="https://bat.bing.com/p/insights/s/0.8.26"></script><script async="" src="https://bat.bing.com/p/insights/t/343161154"></script><script type="text/javascript" async="" src="https://bat.bing.com/bat.js" nonce="27063c933bae437d97baf0193c03e91a"></script><script type="text/javascript" async="" src="https://analytics.sagepub.com/gtag/js?id=G-60R758KFDG&cx=c&gtm=4e58r1&sign=99bec6a1f62754f14f0a9a6ffe3352d119672806726f83626585b16069a9468f_20250829" nonce="27063c933bae437d97baf0193c03e91a"></script><meta charset="UTF-8"> <title>Does Modality Matter? The Effects of Reading, Listening, and Dual Modality on Comprehension - Beth A. Rogowsky, Barbara M. Calhoun, Paula Tallal, 2016 </title>...
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Does Modality Matter? The Effects of Reading, Listening, and Dual Modality on Comprehension Beth A. Rogowsky brogowsk@bloomu.edu, Barbara M. Calhoun, and Paula Tallal First published online September 1, 2016 Abstract With advancing technology, there is increasing interest in differences between listening versus reading comprehension or doing both simultaneously. Ninety-one participants were randomly assigned to one of three groups that received the same instructional material (the preface and a chapter from a non-fiction book), but each in a different input modality (digital audiobook, e-text, dual modality). After completing the material, participants took the same comprehension test in written form to establish both immediate comprehension (Time 1) and 2-week retention (Time 2). No statistically significant differences were found for any analyses pertaining to effects of the three different instructional conditions on comprehension at Time 1 or Time 2. Additional analyses showed...
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Claims from this Source (33)
All claims extracted from this source document.
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Simplified: Daniel and Woody 2010 found reading article participants scored higher than listening podcast participants
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Simplified: Audiobook consumption among adults is rising rapidly Pew Research Center reports
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Simplified: Digital media allows listening reading or both simultaneously
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Simplified: Reading text recall was better than listening text recall several studies show
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Simplified: Moyer found no significant differences between reading and listening
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Simplified: Dual modality research on verbal comprehension is often done with foreign language learners
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Simplified: Chang 2009 found comprehension gains when students read and listened simultaneously
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Simplified: Diao and Sweller 2007 found comprehension gains in reading only
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Simplified: Simultaneous inputs increase cognitive load and can be detrimental to learning cognitive load theory suggests
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Simplified: Moreno and Mayer 2002 found reading while listening students learned better than listening only students
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Simplified: Pauls Petermann and Lepach 2013 found women outperformed men on auditory episodic memory tasks
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Simplified: 121 participants from New York City were selected for the study
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Simplified: 46 male and 45 female participants were in this study
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The mean age of the males was 31.1 (SD = 4.9), and the mean age of the females was 30.4 (SD = 4.4).0.500Simplified: Mean age of males was 31.1 mean age of females was 30.4
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Simplified: Digital audiobook comprehension aptitude score was 25.5 e-text was 27.5 dual modality was 25.5
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Simplified: Audio and dual modality conditions lasted 16 minutes 24 seconds at 149 words per minute
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Simplified: Digital audiobook participants scored 30.9 on Unbroken Comprehension test at Time 1
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Simplified: E-text participants scored 31.3 on Unbroken Comprehension test at Time 1
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Simplified: Dual modality participants scored 31.5 on Unbroken Comprehension test at Time 1
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Simplified: Comprehension aptitude significantly affected Unbroken Comprehension test results at Time 1
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Simplified: Input modality condition was not significantly related to Unbroken Comprehension test scores at Time 1
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Simplified: Participants recalled similar information amounts regardless of input modality
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Simplified: Male comprehension aptitude significantly influenced Unbroken Comprehension test results at Time 1
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Simplified: Input modality condition was not significantly related to male Unbroken Comprehension test scores at Time 1
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Simplified: Males recalled equal content amounts regardless of input modality
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Simplified: Female comprehension aptitude significantly influenced Unbroken Comprehension test results at Time 1
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Simplified: Input modality condition was not significantly related to female Unbroken Comprehension test scores at Time 1
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Simplified: Females recalled equal information amounts regardless of input modality at Time 1
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Simplified: Input modality nor gender significantly affect immediate recall of non-fiction information
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Simplified: All three input modes were similarly effective for comprehending non-fiction text
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Simplified: 89 participants completed Unbroken Comprehension test at Time 2
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Simplified: Digital audiobook participants scored 28.2 on Unbroken Comprehension test at Time 2
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Simplified: E-text participants scored 29.1 on Unbroken Comprehension test at Time 2