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Citations since 2017
6 Research Items
The fact that researchers have not been able to reach consensus about what constitutes dyslexia, may lead to inconsistency in the operational definitions of the measures used to assess dyslexia, which in turn jeopardizes the validity of these assessments. As this has potential negative consequences for children in need of remedial reading instructi...
This study investigated how four 10th-grade students with dyslexia processed and integrated information across web pages and representations when learning in a multiple source multimedia context. Eye movement data showed that participants' processing of the materials varied with respect to their initial exploration of the web pages, their overall p...
Learning from different representations, such as text and pictures, is supposed to be more effective than learning from text alone. However, there is very limited research on potential differences between students with and without dyslexia with respect to learning from different representations. This study compared students with and without dyslexi...
This article reviews contemporary research on multimedia learning that uses cognitive load theory as the major theoretical framework. In particular, we address the extent to which working memory has been conceptualized and measured in this research, what kind of subjective measures of cognitive load have been used and whether such measures are comb...
The main purpose of this chapter is to address the potential processing challenges of the Internet for readers with dyslexia. Today’s readers, including those with dyslexia, have access to a wide variety of information sources through the Internet, such as texts, video, animations, audio, pictures, and interactive tables. Hence, the ability to bene...
To investigate possible differences between typical and struggling readers on how they process information from conflicting online sources about socio-scientific issues.