Multi-text multi-modal reading processes and comprehension

Learners frequently access multiple, illustrated texts on a single topic, but this kind of multi-text, multi-modal comprehension has been rarely studied. Undergraduates were presented with two sets of biology materials on shared topics, including both texts and captioned illustrations. Process data, including think-alouds and screen recordings of participants' attendance to different foci, were recorded. Both intra-textual (e.g., T1, T1) and...