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Möte med multimodalt material. Vilken roll spelar dyslexi för uppfattandet av text och bild?


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Title: Möte med multimodalt material. Vilken roll spelar dyslexi för uppfattandet av text och bild?
Authors: Wennås Brante, Eva
E-mail: eva.wennas.brante@gu.se
Issue Date: 28-May-2014
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Pedagogical, Curricular and Professional Studies ; Institutionen för didaktik och pedagogisk profession
Parts of work: I.The Image of Images as a Predictor of Viewing Patterns in Young Adults With and Without Dyslexia (Submitted)

II. Exploring the impact of contrasting cases in text and picture processing. Publicerad i Journal of Visual Literacy, 2013, Vol 32, Nr 2.

III. Att orientera sig i text och bild. Skillnader mellan förmodad och faktisk läsning för läsare med dyslexi. Publicerad i Acta Didactica Norge, 2013, Vol 7, Nr 1. http://adno.no/index.php/adno/article/view/314

IV. Non-congruent pictures effects’ on reading comprehension: Differences and similarities in patterns of transition between text and picture among young adults with and without dyslexia.(Submitted)
Date of Defence: 2014-06-18
Disputation: Onsdagen den 18 juni 2014, kl 13.00, Lokal BE 014, Pedagogen, Hus B
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg studies in educational sciences
354
Keywords: mulitmodality
eye-tracking
dyslexia
variation theory
reading comprehension
mixed methods
Abstract: The aim of the thesis is to describe how two different groups of respondents, with and without dyslexia, experience and reproduce information from text and images compared with text only, and whether and in what way differences in representation effect their expressed understanding. An eye-tracking study based on assumptions from variation theory (contrasts need to be experienced to discern critical aspects of a phenomenon) was performed. The eye movements of 50 participants (mean age 23.8) were... more
ISBN: 978-91-7346-791-9 (tryckt)
978-91-7346-792-6 (pdf)
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/35512
Appears in Collections:Gothenburg Studies in Educational Sciences
Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för didaktik och pedagogisk profession

 

 

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