Whether the computer is a useful tool or an intruder in the classroom, the study described in this paper attempted to investigate the effects of a computer-generated multimedia text on the reading skill development of a group of young L2 learners. Specific attention was given to their preferred sensory-motor modalities: auditory, visual, kinesthetic or tactual.
Individual modalities of the study group were assessed using The PLS Student Learning Styles Inventory, a tool developed to determine students' learning styles. In an effort to enhance learning of individual vocabulary words (bottom-up reading processes), tailor-made digital annotations in the form of audio and video clips as well as graphics were linked to text extracted from a Grade Four French Immersion Language Arts resource.
Scores on a multiple-choice vocabulary pre-test and scores on a similar
post-test following the reading of the annotated multimedia text were compared
to determine the effectiveness of the multimedia experience. For insight
into the general understanding of what was read, a written summary of the
text (a recall protocol) was used to assess the studentsí reading comprehension
(top-down processes) of each text. Due to the basically exploratory nature
of this study and the small group size, a statistical evaluation was deemed
to be outside its scope.