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. 121140
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.Google Scholar
American Psychiatric Association
(2013) Diagnostic and statistical manual of mental disorders: DSM-5. Washington, D.C: American Psychiatric Association. CrossrefGoogle Scholar
Al-Wabil, A., Zaphiris, P., & Wilson, S.
(2008) Examining visual attention of dyslexics on web navigation structures with eye tracking. In Innovations in Information Technology, 2008. IIT 2008. International Conference on (pp. 717–721). IEEE. Crossref
Balajthy, E.
(1995) Using computer technology to aid the disabled reader. Paper presented at the Annual Meeting of the International Reading Association . 40th, Anaheim, CA, April 30–May 5, 1995.
Barkley, R. A.
(1997a) ADHD and the nature of self-control. New York: Guilford Press.Google Scholar
(1997b) Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65. CrossrefGoogle Scholar
Beacham, N. A., & Alty, J. L.
(2006) An investigation into the effects that digital media can have on the learning outcomes of individuals who have dyslexia. Computers & Education, 47(1), 74–93. CrossrefGoogle Scholar
Bender, R., & Bender, W.
(1996) Computer-assisted instruction for students at risk for ADHD, mild disabilities or academic problems. Boston, MA: Allyn and Bacon.Google Scholar
Bennett, D. E., Zentall, S. S., French, B. F., & Giorgetti-Borucki, K.
(2006) The effects of computer-administered choice on students with and without characteristics of attention-deficit/hyperactivity disorder. Behavioral Disorders, 31(2), 189–203.Google Scholar
Ben-Yehudah, G., & Brann, A.
(2017) Pay attention to digital text: Comprehension of print vs. digital text in adults with and without ADHD. Presented at the 24th annual meeting of the Society for the Scientific Study of Reading , Halifax, Canada.
Berget, G., & Sandnes, F. E.
(2015a) The effect of dyslexia on searching visual and textual content: Are icons really useful? In International Conference on Universal Access in Human-Computer Interaction (pp. 616–625). Springer International Publishing. Crossref
(2015b) Do autocomplete functions reduce the impact of dyslexia on information-searching behavior? The case of Google. Journal of the Association for Information Science and Technology, 67(10), 2320–2328. CrossrefGoogle Scholar
(2015c) Searching databases without query-building aids: Implications for dyslexic users. Information Research, 20(4).Google Scholar
Boechler, P. M., Levner, I., Leenaars, L., & Steffler, D.
(2006) Navigation and learning in educational hypermedia: Are poor readers at a disadvantage. Proceedings of Cognition and Exploratory Learning in the Digital Age (CELDA) 2006 , Barcelona, Spain.
Bosse, M. L., Tainturier, M. J., & Valdois, S.
(2007) Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, 104(2), 198–230. CrossrefGoogle Scholar
Blau, V., Reithler, J., van Atteveldt, N., Seitz, J., Gerretsen, P., Goebel, R., & Blomert, L.
(2010) Deviant processing of letters and speech sounds as proximate cause of reading failure: A functional magnetic resonance imaging study of dyslexic children. Brain, 133(3), 868–879. CrossrefGoogle Scholar
Blomert, L.
(2011) The neural signature of orthographic-phonological binding in successful and failing reading development. Neuroimage, 57, 695–703. CrossrefGoogle Scholar
Chen, H. Y.
(2010) Online reading comprehension strategies among fifth-and sixth-grade general and special education students. Education Research and Perspectives, 37(2), 79.Google Scholar
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(2), 214–257. CrossrefGoogle Scholar
Démonet, J. F., Taylor, M. J., & Chaix, Y.
(2004) Developmental dyslexia. Lancet, 363, 1451–1460. CrossrefGoogle Scholar
de Jong, M. T., & Bus. A. G.
(2002) Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format. Journal of Educational Psychology, 94, 145–155. CrossrefGoogle Scholar
DuPaul, G. J., Volpe, R. J., Jitendra, A. K., Lutz, G. J., Lorah, K. S., & Gruber, R.
(2004) Elementary school students with AD/HD: Predictors of academic achievement. Journal of School Psychology, 42(4), 285–301. CrossrefGoogle Scholar
Fabio, R. A., & Antonietti, A.
(2012) Effects of hypermedia instruction on declarative, conditional and procedural knowledge in ADHD students. Research in Developmental Disabilities, 33(6), 2028–2039. CrossrefGoogle Scholar
Fabio, R. A., Antonietti, A., & Tiezzi, P.
(2003) Decodifica dei messaggi uditivi e visivi nei soggetti con DDAI: Deficit selettivo o attenzione diffusa? [Decoding of auditory and visual stimuli in ADHD children: Selective deficit or spreading attention?]. Studi di Psicologia dell’Educazione e della Formazione, 4, 56–72.Google Scholar
Ford, M. J., Poe, V., & Cox, J.
(1993) Attending behaviors of ADHD children in math and reading using various type of software. Journal of Computing in Childhood Education, 4, 183–196.Google Scholar
Frazier, T. W., Youngstrom, E. A., Glutting, J. J., & Watkins, M. W.
(2007) ADHD and achievement: Meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40(1), 49–65. CrossrefGoogle Scholar
Ghelani, K., Sidhu, R., Jain, U., & Tannock, R.
(2004) Reading comprehension and reading related abilities in adolescents with reading disabilities and attention-deficit/hyperactivity disorder. Dyslexia, 10(4), 364–384. CrossrefGoogle Scholar
Germano, E., Gagliano, A., & Curatolo, P.
(2010) Comorbidity of ADHD and dyslexia. Developmental Neuropsychology, 35(5), 475–493. CrossrefGoogle Scholar
Gil-Flores, J., Torres-Gordillo, J. J., & Perera-Rodríguez, V. H.
(2012) The role of online reader experience in explaining students’ performance in digital reading. Computers & Education Journal, 59, 653–660. CrossrefGoogle Scholar
Goldhammer, F., Naumann, J., & Keßel, Y.
(2013) Assessing individual differences in basic computer skills. European Journal of Psychological Assessment, 29, 263–275. CrossrefGoogle Scholar
Hall, T. E., Hughes, C. A., & Filbert, M.
(2000) Computer assisted instruction in reading for students with learning disabilities: A research synthesis. Education and Treatment of Children, 23(2), 173–193.Google Scholar
Harrysson, B., Svensk, A., & Johansson, G. I.
(2004) How people with developmental disabilities navigate the Internet. British Journal of Special Education, 31(3), 138–142. CrossrefGoogle Scholar
Hoff, E.
(2013) Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49, 4–14. CrossrefGoogle Scholar
Hughes, T.
(2013) Understanding the impact of an iPad on the reading experience of struggling adolescent readers (Doctoral dissertation). University of Birmingham, United Kingdom.
Kessler, R. C., Adler, L., Barkley, R., Biederman, J., Conners, C. K., Demler, O., & Spencer, T.
(2006) The prevalence and correlates of adult ADHD in the United States: Results from the National Comorbidity Survey Replication. American Journal of Psychiatry, 163(4), 716–723. CrossrefGoogle Scholar
Kiili, C.
(2012) Online reading as an individual and social practice. Jyväskylä, Finland: Jyväskylän yliopisto. Retrieved from http://​dissertations​.jyu​.fi​/studeduc​/9789513947958​.pdf.Google Scholar
Kirby, J. R., & Savage, R. S.
(2008) Can the simple view deal with the complexities of reading? Literacy, 42(2), 75–82. CrossrefGoogle Scholar
Kim, S., Lombardino, L. J., Cowles, W., & Altmann, L. J.
(2014) Investigating graph comprehension in students with dyslexia: An eye tracking study. Research in Developmental Disabilities, 35(7), 1609–1622. CrossrefGoogle Scholar
Kleiman, G., Humphrey, M., & Lindsay, P. H.
(1981) Microcomputers and hyperactive children. Creative Computing, 7, 93–94.Google Scholar
Korat, O., Levin, I., Atishkin, S., & Turgeman, M.
(2014) E-book as facilitator of vocabulary acquisition: Support of adults, dynamic dictionary and static dictionary. Reading and Writing, 27, 613–629. CrossrefGoogle Scholar
Korat. O., & Shamir, A.
(2008) The educational electronic book as a tool for supporting children’s emergent literacy in low versus middle SES groups. Computers & Education, 50, 110–124. CrossrefGoogle Scholar
Labbo, L. D., & Kuhn, M. R.
(2000) Weaving chains of affect and cognition: A young child’s understanding of CD-ROM talking books. Journal of Literacy Research, 32, 187–210. CrossrefGoogle Scholar
Landerl, K., & Moll, K.
(2010) Comorbidity of learning disorders: Prevalence and familial transmission. Journal of Child Psychology and Psychiatry and Allied Disciplines, 51, 287–294. CrossrefGoogle Scholar
Landerl, K., & Wimmer, H.
(2008) Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology, 100, 150–161. CrossrefGoogle Scholar
Lange, A. A., McPhillips, M., Mulhern, G., & Wylie, J.
(2006) Assistive software tools for secondary-level students with literacy difficulties. Journal of Special Education Technology, 21(3), 13. CrossrefGoogle Scholar
Lewandowski, L., Gathje, R. A., Lovett, B. J., & Gordon, M.
(2013) Test-taking skills in college students with and without ADHD. Journal of Psychoeducational Assessment, 31(1), 41–52. CrossrefGoogle Scholar
Lindamood, P., & Lindamood, P.
(1998) The Lindamood phoneme sequencing program for reading, spelling, and speech (3rd ed.). Austin, TX: Pro-Ed.Google Scholar
Maccini, P., Gagnon, J. C., & Hughes, C. A.
(2002) Technology-based practices for secondary students with learning disabilities. Learning Disability Quarterly, 25(4), 247–261. CrossrefGoogle Scholar
MacArthur, C. A., Ferretti, R. P., Okolo, C. M., & Cavalier, A. R.
(2001) Technology applications for students with literacy problems: A critical review. The Elementary School Journal, 101(3), 273–301. CrossrefGoogle Scholar
MacArthur, C. A., & Haynes, J. B.
(1995) Student Assistant for Learning from Text (SALT): A hypermedia reading aid. Journal of Learning Disabilities, 28(3), 150–159. CrossrefGoogle Scholar
MacFarlane, A., Albrair, A., Marshall, C. R., & Buchanan, G.
(2012) Phonological working memory impacts on information searching: An investigation of dyslexia. In Proceedings of the 4th Information Interaction in Context Symposium (pp. 27–34). ACM. Crossref
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. CrossrefGoogle Scholar
Manset-Williamson, G., Dunn, M., Hinshaw, R., & Nelson, J. M.
(2008) The impact of self-questioning strategy use on the text-reader assisted comprehension of students with reading disabilities. International Journal of Special Education, 23(1), 123–135.Google Scholar
Marsh, J, Brooks, G, Hughes, J., Ritchie, L., Roberts, S., & Wright, K.
(2005) Digital Beginnings: Young Children's Use of Popular Culture, Media and New Technologies. Sheffield: University of Sheffield. Retrieved from: http://​www​.digitalbeginnings​.shef​.ac​.uk​/DigitalBeginningsReport​.pdf (April 2018).Google Scholar
Mayer, R. E.
(2005) The Cambridge handbook of multimedia learning (2nd ed.). New York: Cambridge University Press. CrossrefGoogle Scholar
McCarthy, J. E., & Swierenga, S. J.
(2010) What we know about dyslexia and web accessibility: A research review. Universal Access in the Information Society, 9(2), 147–152. CrossrefGoogle Scholar
Minguela, M., Solé, I., & Pieschl, S.
(2015) Flexible self-regulated reading as a cue for deep comprehension: Evidence from online and offline measures. Reading and Writing, 28(5), 721–744. CrossrefGoogle Scholar
Marinus, E., Mostard, M., Segers, E., Schubert, T. M., Madelaine, A., & Wheldall, K.
(2016) A special font for people with dyslexia: Does it work and, if so, why? Dyslexia, 22(3), 233–244. CrossrefGoogle Scholar
Moll, K., Göbel, S. M., Gooch, D., Landerl, K., & Snowling, M. J.
(2016) Cognitive risk factors for specific learning disorder processing speed, temporal processing, and working memory. Journal of Learning Disabilities, 49(3), 272–281. CrossrefGoogle Scholar
Najjar, L. J.
(1998) Principles of educational multimedia user interface design. Human Factors, 40(2), 311–323. CrossrefGoogle Scholar
Ortlieb, E., Sargent, S., & Moreland, M.
(2014) Evaluating the efficacy of using a digital reading environment to improve reading comprehension within a reading clinic. Reading Psychology, 35(5), 397–421. CrossrefGoogle Scholar
Paivio, A.
(1991) Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287. CrossrefGoogle Scholar
Pennington, B. F.
(1995) Genetics of learning disabilities. Journal of Child Neurology, 10, 69–77. CrossrefGoogle Scholar
Porion, A., Aparicio, X., Megalakaki, O., Robert, A., Baccino, T.
(2016) The impact of paper-based versus computerized presentation on text comprehension and memorization. Computers in Human Behavior, 54, 569–576. CrossrefGoogle Scholar
Puolakanaho, A., Ahonen, T., Aro, M., Eklund, K., Leppänen, P. H. T., Poikkeus, A-M., Tolvanen, A., Torppa, M., & Lyytinen, H.
(2008) Developmental links of very early phonological and language skills to second-grade reading outcomes: Strong to accuracy but only minor to fluency. Journal of Learning Disabilities, 41, 353–370. CrossrefGoogle Scholar
Ramus, F., Marshall, C. R., Rosen, S., & van der Lely, H. K. J.
(2013) Phonological deficits in specific language impairment and developmental dyslexia: Towards a multidimensional model. Brain, 136, 630–645. CrossrefGoogle Scholar
Reiter, A., Tucha, O., & Lange, K. W.
(2005) Executive functions in children with dyslexia. Dyslexia, 11(2), 116–131. CrossrefGoogle Scholar
Rello, L., Pielot, M., Marcos, M. C., & Carlini, R.
(2013) Size matters (spacing not): 18 points for a dyslexic-friendly Wikipedia. In Proceedings of the 10th International Cross-Disciplinary Conference on Web Accessibility (p. 17). ACM. Crossref
Rello, L., Kanvinde, G., & Baeza-Yates, R.
(2012, April). Layout guidelines for web text and a web service to improve accessibility for dyslexics. In Proceedings of the International Cross-Disciplinary Conference on Web Accessibility (p. 36). ACM. Crossref
Riddick, B.
(2002) Researching the social and emotional consequences of dyslexia. In J. Wearmouth, J. Soler, & G. Reid (Eds.), Addressing difficulties in literacy development: Responses at family, school, pupil, and teacher levels (pp. 282–302). New York, NY: RoutledgeFalmer.Google Scholar
Saine, N. L., Lerkkanen, M. K., Ahonen, T., Tolvanen, A., & Lyytinen, H.
(2010) Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer-assisted remedial reading intervention, and mainstream instruction. Learning and Individual Differences, 20(5), 402–414. CrossrefGoogle Scholar
Salmon, L. G.
(2014) Factors that affect emergent literacy development when engaging with electronic books. Early Childhood Education, 42, 85–92. CrossrefGoogle Scholar
Schneps, M. H., Thomson, J. M., Chen, C., Sonnert, G., & Pomplun, M.
(2013) E-readers are more effective than paper for some with dyslexia. PLoS ONE, 8(9), e75634. CrossrefGoogle Scholar
Segal-Drori, O., Korat, O., Shamir, A., & Klein, P. S.
(2010) Reading electronic and printed books with and without adult instruction: Effects on emergent reading. Reading and Writing, 23(8), 913–930. CrossrefGoogle Scholar
Segal, D., Mashal, N., & Shalev, L.
(2015) Semantic conflicts are resolved differently by adults with and without ADHD. Research in Developmental Disabilities, 47, 416–429. CrossrefGoogle Scholar
Shaywitz, S. E., & Shaywitz, B. A.
(2013) Psychopathology of dyslexia and reading disorders. In A. S. Davis (Eds.), Psychopathology of childhood and adolescence: A neuropsychological approach (pp. 109–126). New York, NY: Springer Publishing.Google Scholar
Shaw, R., & Lewis, V.
(2005) The impact of computer-mediated and traditional academic task presentation on the performance and behavior of children with ADHD. Journal of Research in Special Educational Needs, 5(2), 47–54. CrossrefGoogle Scholar
Shaw, R., Grayson, A., & Lewis, V.
(2005) Inhibition, ADHD, and computer games: The inhibitory performance of children with ADHD on computerized tasks and games. Journal of Attention Disorders, 8, 160–168. CrossrefGoogle Scholar
Slavin, R. E., Cheung, A., Groff, C., & Lake, C.
(2008) Effective reading programs for middle and high schools: A best-evidence synthesis. Reading Research Quarterly, 43(3), 290–322. CrossrefGoogle Scholar
Smallwood, J., Fishman, D. J., & Schooler, J. W.
(2007) Counting the cost of an absent mind: Mind wandering as an under recognized influence on educational performance. Psychonomic Bulletin & Review, 14, 230–236. CrossrefGoogle Scholar
Smeets, D. J. H., & Bus, A. G.
(2015) The interactive animated e-book as a word learning device for kindergartners. Applied Psycholinguistics, 36(04), 899–920. CrossrefGoogle Scholar
Solomonidou, C., Garagouni-Areou, F., & Zafiropoulou, M.
(2004) Information and communication technologies (ICT) and pupils with attention deficit hyperactivity disorder (ADHD) symptoms: Do the software and the instruction method affect their behavior? Journal of Educational Multimedia and Hypermedia, 13(2), 109–128.Google Scholar
Srivastava, P., & Gray, S.
(2012) Computer-based and paper-based reading comprehension in adolescents with typical language development and language-learning disabilities. Language, Speech, and Hearing Services in Schools, 43(4), 424–437. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
Sung, Y. T., Wu, M. D., Chen, C. K., & Chang, K. E.
(2015) Examining the online reading behavior and performance of fifth-graders: Evidence from eye-movement data. Frontiers in Psychology, 6. CrossrefGoogle Scholar
Sweller, J.
(1999) Instructional design in technical areas. Camberwell, Australia: ACER PressGoogle Scholar
Takacs, Zs., Swart, E. K., & Bus, A. G.
(2015) Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4), 698–739. CrossrefGoogle Scholar
Taylor, M., Duffy, S., & Hughes, G.
(2007) The use of animation in higher education teaching to support students with dyslexia. Education & Training, 49(1), 25–35. CrossrefGoogle Scholar
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P.
(2010) Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60(1), 40–56. CrossrefGoogle Scholar
Tsal, Y., Shalev, L., & Mevorach, C.
(2005) The diversity of attention deficits in ADHD: The prevalence of four cognitive factors in ADHD versus controls. Journal of Learning Disabilities, 38(2), 142–157. CrossrefGoogle Scholar
Twyman, T., & Tindal, G.
(2006) Using a computer-adapted, conceptually based history text to increase comprehension and problem-solving skills of students with disabilities. Journal of Special Education Technology, 21(2), 5–16. CrossrefGoogle Scholar
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M.
(2004) Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology & Psychiatry, 45, 2–40. CrossrefGoogle Scholar
Verhallen, M., Bus, A. G., & de Jong, M. T.
(2006) The promise of multimedia stories for Kindergarten children at risk. Journal of Educational Psychology, 98, 410–419. CrossrefGoogle Scholar
Weyandt, L. L., & DuPaul, G. J.
(2006) ADHD in college students: A review of the literature. Journal of Attention Disorders, 10, 9–19. CrossrefGoogle Scholar
Wijekumar, K. K., Meyer, B. J., & Lei, P.
(2013) High-fidelity implementation of web-based intelligent tutoring system improves fourth and fifth graders content area reading comprehension. Computers & Education, 68, 366–379. CrossrefGoogle Scholar
Willcutt, E. G.
(2012) The prevalence of DSM-IV attention-deficit/hyperactivity disorder: A meta-analytic review. Neurotherapeutics, 9(3), 490–499. CrossrefGoogle Scholar
Wise, B. W., Ring, J., & Olson, R. K.
(2000) Individual differences in gains from computer-assisted remedial reading. Journal of Experimental Child Psychology, 77(3), 197–235. CrossrefGoogle Scholar
Wright, B. A., & Zecker, S. G.
(2004) Learning problems, delayed development, and puberty. Proceedings of the National Academy of Sciences, 101, 9942–9946. CrossrefGoogle Scholar
Xu, C., Reid, R., & Steckelberg, A.
(2002) Technology applications for children with ADHD: Assessing the empirical support. Education and Treatment of Children, 25, 224–248.Google Scholar
Zevenbergen, R.
(2007) Digital natives come to preschool: Implications for early childhood practice. Contemporary Issues in Early Childhood, 8(1), 19-29.Google Scholar