Chapter published in:
Learning to Read in a Digital World
Edited by Mirit Barzillai, Jenny Thomson, Sascha Schroeder and Paul van den Broek
[Studies in Written Language and Literacy 17] 2018
► pp. 5790
References

References

Ackerman, R., & Goldsmith, M.
(2011) Metacognitive regulation of text learning: On screen versus on paper. Journal of Experimental Psychology: Applied, 17, 18–32. Crossref logo
Ackerman, R., & Lauterman, T.
(2012) Taking reading comprehension exams on screen or on paper? A metacognitive analysis of learning texts under time pressure. Computers in Human Behavior, 28, 1816–1828. Crossref logo
Amadieu, F., Van Gog, T., Paas, F., Tricot, A., & Mariné, C.
(2009) Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning. Learning and Instruction, 19, 376–386. Crossref logo
Anderson, J. R.
(2004) Cognitive psychology and its implications (6th ed.). New York: Worth.
Anderson, T. H., & Armbruster, B. B.
(1984) Content area textbooks. In R. C. Anderson, J. Osborn, & R. J. Tierney (Eds.), Learning to read in American schools: Basal readers and content texts (pp. 193–226). Hillsdale, NJ: Erlbaum.
Ashby, J., & Rayner, K.
(2006) Literacy development: Insights from research on skilled reading. In D. Dickinson & S. Neuman (Eds.), Handbook of early literacy research (Vol. 3, pp. 52–63). New York: Guilford Press.
Baddeley, A. D.
(1986) Working memory. Oxford: Oxford University Press.
(2000) The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417–423. Crossref logo
(2007) Working memory: Multiple models, multiple mechanisms. In H. L. Roediger, Y. Dudai, & S. M. Fitzpatrick (Eds.), Science of memory: Concepts (pp. 151–153). Oxford: Oxford University Press.
Baddeley, A. D., & Hitch, G.
(1974) Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 8, pp. 47–89). New York: Academic Press. Crossref logo
Badre, D.
(2008) Cognitive control, hierarchy, and the rostro–caudal organization of the frontal lobes. Trends in Cognitive Sciences, 12, 193–200. Crossref logo
Baker, L.
(1989) Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review, 1, 3–38. Crossref logo
Baker, L., & Beall, L. C.
(2009) Metacognitive processes and reading comprehension. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 373–388). New York, NY: Routledge.
Band, G. P., van der Molen, M. W., Overtoom, C. C., & Verbaten, M. N.
(2000) The ability to activate and inhibit speeded responses: Separate developmental trends. Journal of Experimental Child Psychology, 75, 263–290. Crossref logo
Berger, A., Tzur, G., & Posner, M. I.
(2006) Infant brains detect arithmetic errors. Proceedings of the National Academy of Sciences, 103, 12649–12653. Crossref logo
Bjork, R. A., Dunlosky, J., & Kornell, N.
(2013) Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444. Crossref logo
Boechler, P. M.
(2001) How spatial is hyperspace? Interacting with hypertext documents: Cognitive processes and concepts. Cyberpsychology & Behavior, 4, 23–46. Crossref logo
Bohn-Gettler, C., & Kendeou, P.
(2014) The interplay of reader goals, working memory, and text structure during reading. Contemporary Educational Psychology, 39, 206–219. Crossref logo
Bosse, M. L., Tainturier, M. J., & Valdois, S.
(2007) Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, 104, 198–230. Crossref logo
Bosse, M. L., & Valdois S.
(2009) Influence of the visual attention span on child reading performance: A cross sectional study. Journal of Research in Reading, 32, 230–253. Crossref logo
Broadbent, D. E.
(1958) Perception and communication. London: Pergamon Press. Crossref logo
Burin, D. I., Barreyro, J. P., Saux, G., & Irrazábal, N. C.
(2015) Navigation and comprehension of digital expository texts: Hypertext structure, previous domain knowledge, and working memory capacity. Electronic Journal of Research in Educational Psychology, 13, 529–550. Crossref logo
Cain, K., Bryant, P. E., & Oakhill, J.
(2004) Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31–42. Crossref logo
Carrasco, M.
(2014) Spatial covert attention: Perceptual modulation. In A. C. Nobre & S. Kastner (Eds.), The Oxford Handbook of attention (pp. 183–239). Oxford: Oxford University Press. Crossref logo
Calisir, F., & Gurel, Z.
(2003) Influence of text structure and prior knowledge of the learner on reading comprehension, browsing and perceived control. Computers in Human Behavior, 19, 135–145. Crossref logo
Casey, B., Giedd, J., & Thomas, K.
(2000) Structural and functional brain development and its relation to cognitive development. Biological Psychology, 54, 241–257. Crossref logo
Checa, P., Rodriguez-Bailon, R., & Rueda, M. R.
(2008) Neurocognitive and temperamental systems of self-regulation and early adolescents’ social and academic outcomes. Mind, Brain, and Education, 2, 177–198. Crossref logo
Chen, C. M., & Huang, S. H.
(2014) Web-based reading annotation system with an attention-based self-regulated learning mechanism for promoting reading performance. British Journal of Educational Technology, 45, 959–980. Crossref logo
Chun, M. M., & Turk-Browne, N. B.
(2007) Interactions between attention and memory. Current Opinion in Neurobiology, 17, 177–184. Crossref logo
Cho, B.-Y.
(2013) Adolescents’ constructively responsive reading strategy use in a critical internet reading task. Reading Research Quarterly, 48, 329–332. Crossref logo
Coiro, J., & Dobler, E.
(2007) Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42, 214–257. Crossref logo
Coiro, J.
(2015) Purposeful, critical, and flexible. Vital dimensions of online reading and learning. In R. J. Spiro, M. DeSchryver, M. S. Hagerman, P. M. Morsink, & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 53–64). New York: Routledge.
Daneman, M., & Carpenter, P. A.
(1980) Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450–466. Crossref logo
De Bruyckere, P., Kirschner, P. A., & Hulshof, C. D.
(2016) Technology in education: What teachers should know. American Educator, 40, 12–18.
de Leeuw, R.
(2010) Special font for dyslexia? (unpublished master’s thesis). University of Twente, The Netherlands.
Denckla M. B.
(1989) Executive function, the overlap zone between attention deficit hyperactivity disorder and learning disabilities. International Pediatrics, 4, 155–160.
DeStefano, D., & LeFevre, J.-A.
(2007) Cognitive load in hypertext reading: A review. Computers in Human Behavior, 23, 1616–1641. Crossref logo
Dolenc, K., & Aberšek, B.
(2015) TECH8 intelligent and adaptive e-learning system: Integration into technology and science classrooms in lower secondary schools. Computers and Education, 82, 354–365. Crossref logo
Driver, J.
(2001) A selective review of selective attention research from the past century. British Journal of Psychology, 92, 53–78. Crossref logo
Dunlosky, J., & Thiede, K. W.
(1998) What makes people study more? An evaluation of factors that affect self-paced study. Acta Psychologica, 98, 37–56. Crossref logo
Durkin, D.
(1993) Teaching them to read (6th ed.). Boston: Allyn & Bacon.
Dyson, M. C.
(2004) How physical text layout affects reading from screen. Behaviour & Information Technology, 23, 377–393. Crossref logo
Eden, S., & Eshet-Alkalai, Y.
(2013) The effect of format on performance: Editing text in print versus digital formats. British Journal of Educational Technology, 44, 846–856. Crossref logo
Efklides, A.
(2008) Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13, 277–287. Crossref logo
Erdmann, B., & Dodge, R.
(1898) Psychologische Untersuchungen über das Lesen auf experimenteller Grundlage. Halle: Niemeyer.
Fitzsimmons, G.
(2017) The influence of hyperlinks on reading on the web: An empirical approach (Unpublished doctoral thesis). University of Southampton, UK.
Flavell, J. H.
(1979) Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911. Crossref logo
Furió, D., Juan, M. C., Seguí, I., & Vivó, R.
(2015) Mobile learning vs. traditional classroom lessons: A comparative study. Journal of Computer Assisted Learning, 31, 189–201. Crossref logo
Furnes, B., & Norman, E.
(2015) Metacognition and reading: Comparing three forms of metacognition in normally developing readers and readers with dyslexia. Dyslexia, 21, 273–284. Crossref logo
Gagl, B.
(2016) Blue hypertext is a good design decision: No perceptual disadvantage in reading and successful highlighting of relevant information. PeerJ, 4, e2467. Crossref logo
Gaskins, I. W., Satlow, E., & Pressley, M.
(2007) Executive control of reading comprehension in the elementary school. In L. Meltzer (Ed.), Executive function in education: From theory to practice (pp. 194–216). New York: Guilford Press.
Gathercole, S. E., Alloway, T. P., Willis, C. S., & Adams, A. M.
(2006) Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93, 265–281. Crossref logo
Goldberg, M. E., & Wurtz, R. H.
(2013) Visual processing and action. In A. J. Kandel, E. R., Schwartz, J. H., Jessell, T. M., Siegelbaum, & A. J. Hudspeth (Eds.), Principles of neural science (5th ed., pp. 638–654). New York: McGraw-Hill Medical.
Goldman, S. R., Ozuru, Y., Braasch, J. L., Manning, F. H., Lawless, K. A., Gomez, K. W., & Slanovits, M.
(2013) Literacies for learning: A multiple source comprehension illustration. In N. L. Stein & S. W. Raudenbush (Eds.), Developmental cognitive science goes to school (pp. 30–44). London, England: Routledge.
Greene, J. A., & Azevedo, R.
(2007) A theoretical review of Winne and Hadwin’s model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77, 334–372. Crossref logo
Gu, X., Wu, B., & Xu, X.
(2015) Design, development, and learning in e-Textbooks: What we learned and where we are going. Journal of Computers in Education, 2, 25–41. Crossref logo
Guinee, K., Eagleton, M. B., & Hall, T. E.
(2003) Adolescents’ internet search strategies: Drawing upon familiar cognitive paradigms when accessing electronic information sources. Journal of Educational Computing Research, 29, 363–374. Crossref logo
Häikiö, T., Bertram, R., Hyona, J., & Niemi, P.
(2009) Development of the letter identity span in reading: Evidence from the eye movement moving window paradigm. Journal of Experimental Child Psychology, 102, 167–181. Crossref logo
Hargis, M. B., Yue, C. L., Kerr, T., Ikeda, K., Murayama, K., & Castel, A. D.
(2017) Metacognition and proofreading: The roles of aging, motivation, and interest. Aging, Neuropsychology, and Cognition, 24, 216–226. Crossref logo
Harris, T. L., & Hodges, R. E.
(Eds.) (1995) The literacy dictionary: The vocabulary of reading and writing. Newark, Delaware: International Reading Association.
Hayler, M. M.
(2011) Incorporating technology: A phenomenological approach to the study of artefacts and the popular resistance to E-reading. Retrieved from Ethos database (ID uk.bl.ethos.566175)
Huang-Pollock, C. L., Nigg, J. T., & Halperin, J. M.
(2006) Single dissociation findings of ADHD deficits in vigilance but not anterior or posterior attention systems. Neuropsychology, 20, 420–429. Crossref logo
Huey, E. B.
(1908) The psychology and pedagogy of reading and dyslexia. Proceedings of the National Academy of Sciences USA, 95, 8939–8944.
Iarocci, G., Enns, J. T., Randolph, B., & Burack, J. A.
(2009) The modulation of visual orienting reflexes across the lifespan. Developmental Science, 12, 715–724. Crossref logo
Ishida, T., & Ikeda, M.
(1989) Temporal properties of information extraction in reading studies by a text-mask replacement technique. Journal of the Optical Society A: Optics and Image Sciences, 6, 1624–1632. Crossref logo
Janjua, H.
(2016) Learning at your fingertips: Reading comprehension, mental workload, and attitudinal differences between computers and iPads (Unpublished doctoral thesis). Brandeis University, USA.
Jones, S., & Burnett, G. E.
(2007). Children’s navigation of hyperspace – Are spatial skills important? Proceedings of the Sixth IASTED International Conference on Web-Based Education, 643–648.
Just, M. A., & Carpenter, P. A.
(1987) The psychology of reading and language comprehension. Newton, MA: Allyn & Bacon.
(1992) A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122–149. Crossref logo
Kandel, E. R.
(2013) From nerve cells to cognition. The internal representations of space and action. In A. J. Kandel, E. R. Schwartz, J. H. Jessell, T. M. Siegelbaum, & A. J. Hudspeth (Eds.), Principles of neural science (5th ed., pp. 370–391). New York: McGraw-Hill Medical.
Kiili, C., Laurinen, L., & Marttunen, M.
(2008) Students evaluating internet sources: From versatile evaluators to uncritical readers. Journal of Educational Computing Research, 39, 75–95. Crossref logo
Kiili, C., Laurinen, L., Marttunen, M., & Leu, D. J.
(2012) Working on understanding during collaborative online reading. Journal of Literacy Research, 44, 448–483. Crossref logo
Kintsch, W.
(1988) The role of knowledge in discourse comprehension: A construction–integration model. Psychological Review, 95, 163–182. Crossref logo
(1998) Comprehension: A paradigm for cognition. New York: Cambridge University Press.
Koriat, A.
(2007) Metacognition and consciousness. In P. D. Zelazo, M. Moscovitch, & E. Thompson (Eds.), Cambridge handbook of consciousness (pp. 289–325). New York: Cambridge University Press. Crossref logo
Koriat, A., Ackerman, R., Adiv, S., Lockl, K., & Schneider, W.
(2014) The effects of goal-driven and data-driven regulation on metacognitive monitoring during learning: A developmental perspective. Journal of Experimental Psychology: General, 143, 386–403. Crossref logo
Kornmann, J., Kammerer, Y., Anjewierden, A., Zettler, I., Trautwein, U., & Gerjets, P.
(2016) How children navigate a multiperspective hypermedia environment: The role of spatial working memory capacity. Computers in Human Behavior, 55, 145–158. Crossref logo
Kratz, O., Studer, P., Malcherek, S., Erbe, K., Moll, G. H., & Heinrich, H.
(2011) Attentional processes in children with ADHD: An event-related potential study using the attention network test. International Journal of Psychophysiology, 81, 82–90. Crossref logo
Kucer, S.
(2001) Dimensions of literacy. A conceptual base for teaching reading and writing in school settings. Mahwah, NJ: Lawrence Erlbaum.
Lauterman, T., & Ackerman, R.
(2014) Overcoming screen inferiority in learning and calibration. Computers in Human Behavior, 35, 455–463. Crossref logo
Leather, C. V., & Henry, L. A.
(1994) Working memory span and phonological awareness tasks as predictors of early reading ability. Journal of Experimental Child Psychology, 58, 88–111. Crossref logo
Lehto, J. E., Juujärvi, P., Kooistra, L., & Pulkkinen, L.
(2003) Dimensions of executive functioning: Evidence from children. British Journal of Developmental Psychology, 21, 59–80. Crossref logo
Leu, D. J., Jr., Kinzer, C. K., Coiro, J., & Cammack, D.
(2004) Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R. B. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1568–1611). Newark, DE: International Reading Association.
Leu D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A.
(2013) New literacies and the new literacies of online reading comprehension: A dual level theory. In N. Unrau & D. Alvermann (Eds.), Theoretical models and process of reading (6th ed., pp. 1150–1181). Newark, DE: International Reading Association. Crossref logo
Lezak, M. D., Howieson, D. B., & Loring, D. W.
(2004) Neuropsychological assessment (4th ed.). New York: Oxford University Press.
Linderholm, T., Virtue, S., Tzeng, Y., & van den Broek, P. W.
(2004) Fluctuations in the availability of information during reading: Capturing cognitive processes using the landscape model. Discourse Processes, 37, 165–186. Crossref logo
Loh, K. K., & Kanai, R.
(2015) How has the Internet reshaped human cognition? The Neuroscientist, 22, 506–520. Crossref logo
Mangen, A., Walgermo, B. R., & Brønnick, K.
(2013) Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61–68. Crossref logo
Martelli, M., Di Filippo, G., Spinelli, D., & Zoccolotti, P.
(2009) Crowding, reading, and developmental dyslexia. Journal of Vision, 9, 14.1–18. Crossref logo
McNamara, D. S., & Magliano, J.
(2009) Toward a comprehensive model of comprehension. In B. Ross (Ed.), The psychology of learning and motivation (Vol. 51, pp. 297–384). Burlington: Academic Press. Crossref logo
Metcalfe, J.
(2000) Metamemory: Theory and data. In E. Tulving & F. I. M. Craik (Eds.), The Oxford handbook of memory (pp. 197–211). London: Oxford University Press.
Metcalfe, J., & Finn, B.
(2008) Evidence that judgments of learning are causally related to study choice. Psychonomic Bulletin & Review, 15, 174–179. Crossref logo
Mezzacappa, E.
(2004) Alerting, Orienting, and Executive Attention: Developmental properties and sociodemographic correlates in an epidemiological sample of young, urban children. Child Development, 75, 1373–1386. Crossref logo
Minear, M., Brasher, F., McCurdy, M., Lewis, J., & Younggren, A.
(2013) Working memory, fluid intelligence, and impulsiveness in heavy media multitaskers. Psychonomic Bulletin & Review, 20, 1274–1281. Crossref logo
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., & Howerter, A.
(2000) The unity and diversity of executive functions and their contributions to complex ‘front lobe’ tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100. Crossref logo
Moisala, M., Salmela, V., Hietajärvi, L., SaIo, E., Carlson, S., Salonen, O., Lonka, K., Salmela-Aro, K., & Alho K.
(2016) Media multitasking is associated with distractibility and increased prefrontal activity in adolescents and young adults. NeuroImage, 134, 113–121. Crossref logo
Molin, L., & Lantz-Andersson, A.
(2016) Significant structuring resources in the reading practices of a digital classroom. Journal of Information Technology Education: Research, 15, 131–156. Crossref logo
Montani, V., Facoetti, A., & Zorzi, M.
(2014) The effect of decreased interletter spacing on orthographic processing. Psychonomic Bulletin & Review, 22, 824–32. Crossref logo
Moores, E., Cassim, R., & Talcott, J. B.
(2011) Adults with dyslexia exhibit large effects of crowding, increased dependence on cues, and detrimental effects of distractors in visual search tasks. Neuropsychologia, 49, 3881–3890. Crossref logo
Morineau, T., Blanche, C., Tobin, L., & Guéguen, N.
(2005) The emergence of the contextual role of the e-book in cognitive processes through an ecological and functional analysis. International Journal of Human-Computer Studies, 62, 329–348. Crossref logo
Mullane, J. C., Corkum, P. V, Klein, R. M., McLaughlin, E. N., & Lawrence, M. A.
(2011) Alerting, orienting, and executive attention in children with ADHD. Journal of Attention Disorders, 15, 310–320. Crossref logo
Mullane, J. C., Lawrence, M. A., Corkum, P. V., Klein, R. M., & McLaughlin, E. N.
(2016) The development of and interaction among alerting, orienting, and executive attention in children. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, 7049, 1–22. Crossref logo
Mustafa, Y. E. A., & Sharif, S. M.
(2011) An approach to adaptive e-learning hypermedia system based on learning styles (AEHS-LS): Implementation and evaluation. International Journal of Library and Information Science, 3, 15–28.
Naumann, J., Richter, T., Christmann, U., & Groeben, N.
(2008) Working memory capacity and reading skill moderate the effectiveness of strategy training in learning from hypertext. Learning and Individual Differences, 18, 197–213. Crossref logo
Nelson, T. O., & Narens, L.
(1990) Metamemory: A theoretical framework and new findings. In G. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 26, pp. 125–173). San Diego, CA: Academic Press. Crossref logo
Nichols, M.
(2016) Reading and studying on the screen: An overview of literature towards good learning design practice. Journal of Open, Flexible and Distance Learning, 20, 33.
Nobre, A. C., & Mesulam, M. M.
(2014) Large-scale networks for attentional biases. In A. C. Nobre & S. Kastner (Eds.), The Oxford handbook of attention (pp. 105–151). Oxford: Oxford University Press. Crossref logo
Norman, E., & Furnes, B.
(2016) The relationship between metacognitive experiences and learning: Is there a difference between digital and non-digital study media? Computers in Human Behavior, 54, 301–309. Crossref logo
Nouwens, S., Groen, M. A., & Verhoeven, L.
(2016) How storage and executive functions contribute to children’s reading comprehension. Learning and Individual Differences, 47, 96–102. Crossref logo
O’Brien, B. A., Mansfield, J. S., & Legge, G. E.
(2005) The effect of print size on reading speed in dyslexia. Journal of Research in Reading, 28, 332–349. Crossref logo
Ophir, E., Nass, C., & Wagner, A. D.
(2009) Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106, 15583–15587. Crossref logo
Özyurt, Ö., & Özyurt, H.
(2015) Learning style based individualized adaptive e-learning environments: Content analysis of the articles published from 2005 to 2014. Computers in Human Behavior, 52, 349–358. Crossref logo
Paris, S. G., & Oka, E.
(1986) Children’s reading strategies, metacognition and motivation. Developmental Review, 6, 25–86. Crossref logo
Pasqualotti, L., & Baccino, T.
(2014) Online advertisement: How are visual strategies affected by the distance and the animation of banners? Frontiers in Psychology, 5, 211. Crossref logo
Pazzaglia, F., Toso, C., & Cacciamani, S.
(2008) The specific involvement of verbal and visuospatial working memory in hypermedia learning. British Journal of Educational Technology, 39, 110–124. Crossref logo
Pelli, D. G., Tillman, K. A., Freeman, J., Su, M., Berger, T. D., & Majaj, N. J.
(2007) Crowding and eccentricity determine reading rate. Journal of Vision, 7, 1–36. Crossref logo
Perfetti, C.
(2007) Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383. Crossref logo
Petrov, Y., & Meleshkevich, O.
(2011) Locus of spatial attention determines inward–outward anisotropy in crowding. Journal of Vision, 11, 1–11. Crossref logo
Posner, M. I., & Rothbart, M. K.
(2007) Educating the human brain. Washington, D.C.: American Psychological Association. Crossref logo
Posner, M. I., & Petersen, S. E.
(1990) The attention system of the human brain. Annual Review of Neuroscience, 13, 25–42. Crossref logo
Posner, M. I., & DiGirolamo, G. J.
(1998) Executive attention: Conflict, target detection, and cognitive control. In R. Parasuraman (Ed.), The attentive brain (pp. 401–423). Cambridge, MA: MIT Press.
Rayner, K.
(1998) Eye movements in reading and information processing: 20 years of research, Psychological Bulletin, 85, 618–660. Crossref logo
(2008) The role of computational models and experimental data in understanding eye movements during reading. International Journal of Psychology, 43, 189–190.
Reichle, E. D., Rayner, K., & Pollatsek, A.
(2003) The E-Z reader model of eye-movement control in reading: Comparisons to other models. The Behavioral and Brain Sciences, 26, 445–476. Crossref logo
Reynolds, R. E.
(2000) Attentional resource emancipation: Toward understanding the interaction of word identification and comprehension processes in reading. Scientific Studies of Reading, 4, 169–195. Crossref logo
Ridderinkhof, K. R., van der Molen, M. W., Band, G. P., & Bashore, T. R.
(1997) Sources of interference from irrelevant information: A developmental study. Journal of Experimental Child Psychology, 65, 315–341. Crossref logo
Roeschl-Heils, A., Schneider, W., & van Kraayenoord, C. E.
(2003) Reading, metacognition and motivation: A follow-up study of German students in grades 7 and 8. European Journal of Psychology of Education, 18, 75–86. Crossref logo
Rosenblatt, L.
(1978) The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.
Rouet, J.-F.
(2006) The skills of document use: From text comprehension to Web-based learning. Mahwah, NJ: Erlbaum.
Rueda, M. R., Fan, J., McCandliss, B. D., Halparin, J. D., Gruber, D. B., Lercari, L. P., & Posner, M. I.
(2004) Development of attentional networks in childhood. Neuropsychologia, 42, 1029–1040. Crossref logo
Rueda, M. R., Posner, M. I., & Rothbart, M. K.
(2005) The development of executive function in Young Children: Contributions to the emergence of self-regulation. Developmental Neuropsychology, 28, 573–594. Crossref logo
Salmerón, L., Cañas, J. J., Kintsch, W., & Fajardo, I.
(2005) Reading strategies and hypertext comprehension. Discourse Processes, 40, 171–191. Crossref logo
Salmerón, L., & García, V.
(2012) Children’s reading in printed text and hypertext with navigation overviews: The role of comprehension, sustained attention and visuo-spatial abilities. Journal of Educational Computing Research, 47, 33–50. Crossref logo
Salmerón, L., Kintsch, W., & Cañas, J. J.
(2006) Reading strategies and prior knowledge in learning with hypertext. Memory & Cognition, 34, 1157–1171. Crossref logo
Samuels, S.
(2006) Toward a model of fluent reading. In S. Samuels & A. Farstrup (Eds.), What research has to say about reading instruction (3rd ed., pp. 24–46). Newark, DE: International Reading Association.
Schneps, M. H., O’Keeffe, J. K., Heffner-Wong, A., & Sonnert, G.
(2010) Using technology to support STEM reading. Journal of Special Education Technology, 25, 21–34. Crossref logo
Schneps, M. H., Thomson, J. M., Chen, C., Sonnert, G., & Pomplun, M.
(2013a) E-Readers are more effective than paper for some with dyslexia. PLoS ONE, 8(9), e75634. Crossref logo
Schneps, M. H., Thomson, J. M., Sonnert, G., Pomplun, M., Chen, C., & Heffner-Wong, A.
(2013b) Shorter lines facilitate reading in those who struggle. PLoS ONE, 8(8). Crossref logo
Schumacher, G. M.
(1987) Executive control in studying. In B. K. Britton & S. M. Glynn (Eds.), Executive control processes in reading (pp. 107–144). UK: Routledge.
Seigneuric, A., Ehrlich, M-F., Oakhill, J. V., & Yuill, N. M.
(2000) Working memory resources and children’s reading comprehension. Reading and Writing, 13, 81–103. Crossref logo
Selwyn, N.
(2015) Minding our language: Why education and technology is full of bullshit … and what might be done about it. Learning, Media and Technology, 1–7. Crossref logo
Seok, S., & DaCosta, B.
(2016) Perceptions and preferences of digital and printed text and their role in predicting digital literacy. Asian Social Science, 12, 14–23. Crossref logo
Sesma, H. W., Mahone, E. M., Levine, T., Eason, S. H., & Cutting, L. E.
(2009) The contribution of executive skills to reading comprehension. Child Neuropsychology, 15, 232–246. Crossref logo
Shapiro, A. M., & Niederhauser, D.
(2004) Learning from hypertext: Research issues and findings. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 605–620). Mahwah, NJ: Lawrence Erlbaum Associates.
Sheese, B. E., Rothbart, M. K., Posner, M. I., White, L. K., & Fraundorf, S. H.
(2008) Executive attention and self-regulation in infancy. Infant Behavior and Development, 31, 501–510. Crossref logo
Shonfeld, M., & Meishar-Tal, H.
(2016) Writing and reading preferences for student learning in a paperless classroom. In Society for Information Technology & Teacher Education International Conference (Vol. 2016, No. 1, pp. 787–792).
Shute, V., & Towle, B.
(2003) Adaptive e-learning. Educational Psychologist, 38, 105–114. Crossref logo
Sidi, Y., Ophir, Y., & Ackerman, R.
(2016) Generalizing screen inferiority – does the medium, screen versus paper, affect performance even with brief tasks? Metacognition and Learning, 11, 15–33. Crossref logo
Sidi, Y., Shpigelman, M., Zalmanov, H., & Ackerman, R.
(2017). Understanding metacognitive inferiority on screen by exposing cues for depth of processing. Learning and Instruction, 51, 61–73. Crossref logo
Simola, J., Hyönä, J., & Kuisma, J.
(2014) Perception of visual advertising in different media: From attention to distraction, persuasion, preference and memory. Frontiers in Psychology, 5, 1208. Crossref logo
Simonds, J., Kieras, J. E., Rueda, M. R., & Rothbart, M. K.
(2007) Effortful control, executive attention, and emotional regulation in 7–10-year-old children. Cognitive Development, 22, 474–488. Crossref logo
Small, G. W., Moody, T. D., Siddarth, P., & Bookheimer, S. Y.
(2009) Your brain on google: Patterns of cerebral activation during internet searching. American Journal of Geriatric Psychiatry, 17, 116–126. Crossref logo
Sobeh, J., & Spijkers, W.
(2012) Development of attention functions in 5- to 11-year-old Arab children as measured by the German Test Battery of Attention Performance (KITAP): A pilot study from Syria. Child Neuropsychology, 18, 144–167. Crossref logo
Spinelli, D., De Luca, M., Judica, A., & Zoccolotti, P.
(2002) Crowding effects on word identification in developmental dyslexia. Cortex, 38, 179–200. Crossref logo
Stanovich, K. E.
(1990) Concepts in developmental theories of reading skill: Cognitive resources, automaticity, and modularity. Developmental Review, 10, 72–100. Crossref logo
Stern, P., & Shalev, L.
(2013) The role of sustained attention and display medium in reading comprehension among adolescents with ADHD and without it. Research in Developmental Disabilities, 34, 431–439. Crossref logo
Thiede, K. W., Anderson, M. C. M., & Therriault, D.
(2003) Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95, 66–73. Crossref logo
Tzeng, Y., van den Broek, P., Kendeou, P., & Lee, C.
(2005) The computational implementation of the landscape model: Modeling inferential processes and memory representations of text comprehension. Behavioral Research Methods, Instruments, and Computers, 37, 277–286. Crossref logo
van den Broek, P., Rapp, D. N., & Kendeou, P.
(2005) Integrating memory-based and constructionist approaches in accounts of reading comprehension. Discourse Processes, 39, 299–316. Crossref logo
van den Broek, P. W., Young, M., Tzeng, Y., & Linderholm, T.
(1999) The landscape model of reading: Inferences and the on-line construction of a memory representation. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 71–98). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
van der Molen, M. W.
(2000) Developmental changes in inhibitory processing: Evidence from psychophysiological measures. Biological Psychology, 54, 207–239. Crossref logo
van Horne, S., Russell, J., & Schuh, K. L.
(2016) The adoption of mark-up tools in an interactive e-textbook reader. Educational Technology Research & Development, 64, 407–433. Crossref logo
Vellutino, F. R., Scanlon, D. M., & Lyon, G. R.
(2000) Differentiating between difficult-to-remediate and readily remediated poor readers: More evidence against the IQ–achievement discrepancy definition of reading disability. Journal of Learning Disabilities, 33, 223–238. Crossref logo
Vössing, J., & Stamov-Roßnagel, C.
(2016) Boosting metacomprehension accuracy in computer-supported learning: The role of judgment task and judgment scope. Computers in Human Behavior, 54, 73–82. Crossref logo
Wager, T. D., Jonides, J., & Reading, S.
(2004) Neuroimaging studies of shifting attention: a meta-analysis. Neuroimage, 4, 1679–93. Crossref logo
Wainwright, A., & Bryson, S. E.
(2002) The development of exogenous orienting: Mechanisms of control. Journal of Experimental Child Psychology, 82, 141–155. Crossref logo
Walcyzk, J.
(1995) Testing a compensatory-encoding model. Reading Research Quarterly, 30, 396–408. Crossref logo
(2000) The interplay between automatic and control processes in reading. Reading Research Quarterly, 35, 554–566. Crossref logo
Warschauer, M., Park, Y., & Walker, R.
(2011) Transforming digital reading with visual-syntactic text formatting. JALT CALL Journal, 7, 255–270.
Weatherholt, T. N., Harris, R. C., Burns, B. M., & Clement, C.
(2006) Analysis of attention and analogical reasoning in children of poverty. Journal of Applied Developmental Psychology, 27, 125–135. Crossref logo
Winne, P. H., Hadwin, A. F., & Perry, N. E.
(2013) Metacognition and computer-supported collaborative learning. In C. E. Hmelo-Silver, C. A. Chinn, C. K. Chan, & A. M. O’Donnell (Eds.), The International handbook of collaborative learning (pp. 462–479). New York, NY: Routledge.
Wolverton G. S., & Zola, D.
(1983) The temporal characteristics of visual information extraction during reading. In K. Rayner (Ed.), Eye movements in reading: Perceptual and language processes. New York: Academic Press. Crossref logo
Wylie, J., & McGuinness, C.
(2004) The interactive effects of prior knowledge and text structure on memory for cognitive psychology texts. British Journal of Educational Psychology, 74, 497–514. Crossref logo
Yang, C. C., Hwang, G. J., Hung, C. M., & Tseng, S. S.
(2013) An evaluation of the learning effectiveness of concept map-based science book reading via mobile devices. Educational Technology & Society, 16, 167–178.
Zorzi, M., Barbiero, C., Facoetti, A., Lonciari, I., Carrozzi, M., Montico, M., et al.
(2012) Extra-large letter spacing improves reading in dyslexia. Proceedings of the National Academy of Sciences, 109, 11455–11459. Crossref logo