Reading comprehension in Higher Education: a study on the effects of multimodal resources in summary production and its implications for teaching reading

• Autor(a) principal: Faleiro, Róger Sullivan
• Data de Publicação: 2023
• Outros Autores: Forneck, Kári Lúcia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educitec
• Texto Completo: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/1978
• topic: Reading teaching; Reading comprehension; Multimodality; Higher education; Digital learning objects; Ensino da leitura; Compreensão leitora; Multimodalidade; Ensino Superior; Objeto digital de aprendizagem; Enseñanza de la lectura. Comprensión lectora. Multimodalidad. Enseñanza superior. Objeto de aprendizaje digita

This paper aims to verify the effects of using multimodal contents in summary productions as well as its implications in the teaching of reading in higher education students through interacting with a Multimodal Digital Learning Object (MDLO). In this regard, a pedagogical intervention was held with students enrolled in a Reading and Text Production class in a private university. In this intervention, students interacted with the digital learning material, presented in a multimodal interface, whose purpose is to teach to read scientific papers, mediated by multimodal content. The data was collected by recording the computer screens used by the students to verify whether the multimodal resources reflect the ability to write a summary of the text available in the MDLO, which became a parameter to analyze students' reading comprehension. The data generated by recording the interactions with the multimodal content were compared with the production of the summaries resulting from the interaction with the MDLO, based on an integration strategy of qualitative and quantitative data (CRESWELL, 2010). Based on the analyses, it was found that students who invested less time interacting with multimodal content presented more difficulties in producing summaries, while those who interacted longer were able to complete the task with less difficulty.