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Audiovisual (a)synchrony: Reading ahead as a mechanism for L2 vocabulary processing and learning benefits of reading while listening.

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Title: Audiovisual (a)synchrony: Reading ahead as a mechanism for L2 vocabulary processing and learning benefits of reading while listening.
Authors: Malone, Jonathan1 (AUTHOR) jemalone@umd.edu, Hui, Bronson2 (AUTHOR)
Source: Studies in Second Language Acquisition. May2026, Vol. 48 Issue 2, p350-372. 23p.
Subject Terms: *Reading strategies, *Word recognition, *Lexical access, Vocabulary ability testing, Recollection (Psychology), Eye tracking
Abstract: Prior research has reported vocabulary learning benefits from reading while listening (RWL), but few testable predictions have been made regarding an underlying mechanism for benefits. In this study, reading ahead of the audio was examined as a potential source of benefits during RWL. Fifty-nine participants had their eye movements tracked during a contextualized RWL task embedded with 25 pseudowords 10 times each, followed by three learning outcome measures: form recognition, meaning recognition, and meaning recall. Results indicated that (a) reading ahead facilitated initial form decoding as indexed by gaze durations, especially during early instances; (b) it only predicted the deepest level of vocabulary knowledge tested—meaning recall. These findings indicate that reading ahead may reflect the critical alignment between auditory input, orthographic decoding, and phonological encoding processes during reading, thereby facilitating faster processing when reading ahead than not reading ahead, as well as form-meaning mapping for new words. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Second Language Acquisition is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Audiovisual (a)synchrony: Reading ahead as a mechanism for L2 vocabulary processing and learning benefits of reading while listening.
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  Data: <searchLink fieldCode="AR" term="%22Malone%2C+Jonathan%22">Malone, Jonathan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jemalone@umd.edu</i><br /><searchLink fieldCode="AR" term="%22Hui%2C+Bronson%22">Hui, Bronson</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Second+Language+Acquisition%22">Studies in Second Language Acquisition</searchLink>. May2026, Vol. 48 Issue 2, p350-372. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+strategies%22">Reading strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Lexical+access%22">Lexical access</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+ability+testing%22">Vocabulary ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Recollection+%28Psychology%29%22">Recollection (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+tracking%22">Eye tracking</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Prior research has reported vocabulary learning benefits from reading while listening (RWL), but few testable predictions have been made regarding an underlying mechanism for benefits. In this study, reading ahead of the audio was examined as a potential source of benefits during RWL. Fifty-nine participants had their eye movements tracked during a contextualized RWL task embedded with 25 pseudowords 10 times each, followed by three learning outcome measures: form recognition, meaning recognition, and meaning recall. Results indicated that (a) reading ahead facilitated initial form decoding as indexed by gaze durations, especially during early instances; (b) it only predicted the deepest level of vocabulary knowledge tested—meaning recall. These findings indicate that reading ahead may reflect the critical alignment between auditory input, orthographic decoding, and phonological encoding processes during reading, thereby facilitating faster processing when reading ahead than not reading ahead, as well as form-meaning mapping for new words. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Studies in Second Language Acquisition is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1017/S0272263126101703
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      – Code: eng
        Text: English
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      – SubjectFull: Reading strategies
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      – SubjectFull: Word recognition
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      – SubjectFull: Lexical access
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      – SubjectFull: Vocabulary ability testing
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      – SubjectFull: Recollection (Psychology)
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      – SubjectFull: Eye tracking
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              Text: May2026
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