Learning to Read in a Digital World

Editors

Mirit Barzillai

| University of Haifa

Jenny Thomson

| University of Sheffield

Sascha Schroeder

| Max Planck Institute for Human Development, Berlin

Paul van den Broek

| Leiden University

Hardbound – Available

ISBN 9789027201225 | EUR 99.00 | USD 149.00

e-Book –

ISBN 9789027263711 | EUR 99.00 | USD 149.00

With digital screens becoming increasingly ubiquitous in the lives of children, from their homes to their classrooms, understanding the influence of these technologies on the ways children read takes on great importance. The aim of this edited volume is to examine how advances in technology are shaping children’s reading skills and development. The chapters in this volume explore the influence of various aspects of digital texts, the child’s cognitive and motivational skills, and the child’s environment on reading development in digital contexts. Each chapter draws upon the expertise of scientists and researchers across countries and disciplines to review what is currently known about the influence of technology on reading, how it is studied, and to offer new insights and research directions based on recent work.

[Studies in Written Language and Literacy, 17] 2018. x, 242 pp.

Publishing status: Available

https://doi.org/10.1075/swll.17

Table of Contents

Introduction	viii–x
Chapter 1. Reading and digital media: European perspectives Justyna Deszcz-Tryhubczak and Frank Huysmans	1–30
Chapter 2. Designing digital texts for beginner readers: Performance, practice and process Sue Walker, Alison Black, Ann Bessemans, Kevin Bormans, Maarten Renckens and Mark Barratt	31–56
Chapter 3. Cognitive processes and digital reading Judith Wylie, Jenny Thomson, Paavo H.T. Leppänen, Rakefet Ackerman, Laura Kanniainen and Tanja Prieler	57–90
Chapter 4. Comprehension processes in digital reading Ladislao Salmerón, Helge I. Strømsø, Yvonne Kammerer, Marc Stadtler and Paul van den Broek	91–120
Chapter 5. Affordances and challenges of digital reading for individuals with different learning profiles Gal Ben-Yehudah, Jarkko Hautala, Susana Padeliadu, Faye Antoniou, Zuzana Petrová, Paavo H.T. Leppänen and Mirit Barzillai	121–140
Chapter 6. Emotional and motivational aspects of digital reading Johanna K. Kaakinen, Orsolya Papp-Zipernovszky, Egon Werlen, Nuria Castells, Per Bergamin, Thierry Baccino and Arthur M. Jacobs	141–164
Chapter 7. Literacy education in the digital age Charles L. Mifsud and Zuzana Petrová	165–184
Chapter 8. Reading to learn: Developing advanced reading skills in traditional and digital environments Meltem Huri Baturay, Sacip Toker, Serkan Şendağ and Yavuz Akbulut	185–204
Chapter 9. Digitisation of reading assessment Hildegunn Støle, Anne Mangen, Tove Stjern Frønes and Jenny Thomson	205–224
Chapter 10. Learning to read in a digital world: Discussion Jenny Thomson, Mirit Barzillai, Paul van den Broek and Sascha Schroeder	225–238
Index	239–242

Cited by

Cited by other publications

Coiro, Julie

2020. Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy. Reading Research Quarterly

Durda, Tabea, Britta Gauly, Klaus Buddeberg, Clemens M. Lechner & Cordula Artelt

2020. On the comparability of adults with low literacy across LEO, PIAAC, and NEPS. Methodological considerations and empirical evidence. Large-scale Assessments in Education 8:1

Kucirkova, Natalia

2019. Reader, come home: the reading brain in a digital world. Journal of Children and Media 13:2 ► pp. 231 ff.

Vanhees, Claudio, Mathea Simons & Vanessa Joosen

2020. In Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 79 ff.

Woiwod, Uta

2021. In Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education [Advances in Early Childhood and K-12 Education, ], ► pp. 127 ff.

This list is based on CrossRef data as of 01 january 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Linguistics

Writing and literacy

Language teaching

Applied linguistics

BIC Subject: CJA – Language teaching theory & methods

BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching

U.S. Library of Congress Control Number: 2018015637 | Marc record