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Video‐blogs and linguistic simplification for students with intellectual disability

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 comp...

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Detalles Bibliográficos
Autores principales: Fajardo, Inmaculada, Ávila, Vicenta, Delgado, Pablo, Gómez‐Merino, Nadina, Salmerón, Ladislao
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Blackwell Publishing Ltd 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9545102/
https://www.ncbi.nlm.nih.gov/pubmed/35722873
http://dx.doi.org/10.1111/jar.13016
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author Fajardo, Inmaculada
Ávila, Vicenta
Delgado, Pablo
Gómez‐Merino, Nadina
Salmerón, Ladislao
author_facet Fajardo, Inmaculada
Ávila, Vicenta
Delgado, Pablo
Gómez‐Merino, Nadina
Salmerón, Ladislao
author_sort Fajardo, Inmaculada
collection PubMed
description 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.
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spelling pubmed-95451022022-10-14 Video‐blogs and linguistic simplification for students with intellectual disability Fajardo, Inmaculada Ávila, Vicenta Delgado, Pablo Gómez‐Merino, Nadina Salmerón, Ladislao J Appl Res Intellect Disabil Original Articles 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. Blackwell Publishing Ltd 2022-06-20 2022-09 /pmc/articles/PMC9545102/ /pubmed/35722873 http://dx.doi.org/10.1111/jar.13016 Text en © 2022 The Authors. Journal of Applied Research in Intellectual Disabilities published by John Wiley & Sons Ltd. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc-nd/4.0/ (https://creativecommons.org/licenses/by-nc-nd/4.0/) License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made.
spellingShingle Original Articles
Fajardo, Inmaculada
Ávila, Vicenta
Delgado, Pablo
Gómez‐Merino, Nadina
Salmerón, Ladislao
Video‐blogs and linguistic simplification for students with intellectual disability
title Video‐blogs and linguistic simplification for students with intellectual disability
title_full Video‐blogs and linguistic simplification for students with intellectual disability
title_fullStr Video‐blogs and linguistic simplification for students with intellectual disability
title_full_unstemmed Video‐blogs and linguistic simplification for students with intellectual disability
title_short Video‐blogs and linguistic simplification for students with intellectual disability
title_sort video‐blogs and linguistic simplification for students with intellectual disability
topic Original Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9545102/
https://www.ncbi.nlm.nih.gov/pubmed/35722873
http://dx.doi.org/10.1111/jar.13016
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