Children with dyslexia have difficulty processing written text, but it is unclear whether multimedia lessons with audio, text, or combined modalities support their learning most effectively

What was found

• Children with dyslexia spent more time studying in the written text condition than in audio-only condition and combined text-audio condition
• No significant differences in knowledge gain across the three modalities for children with dyslexia
• Combined text and audio did not produce better learning outcomes than audio alone for children with dyslexia
• Working memory did not moderate the modality or redundancy effects

Who it was tested with: 26 children with dyslexia and 38 typically reading peers, aged 11 years.