Potential Processing Challenges Of Internet Use Among Readers With Dyslexia

Task-oriented reading efficiency: interplay of general cognitive ability, task demands, strategies and reading fluency

“…Most research has focused on explaining accuracy in task-oriented reading with adult participants (e.g., OECD, 2019;Rouet, 2006;Rouet et al, 2017;Snow, 2002;Vidal-Abarca et al, 2011). However, there is an emerging interest in understanding efficient reading strategies (Soederberg Miller, 2009;León et al, 2019) and in how students' various cognitive skills (e.g., reading fluency) define their processes and outcomes in purposeful reading (for reviews, see Anmarkrud et al, 2018;Ben-Yehudah et al, 2018).…”

Processing and learning from multiple sources: A comparative case study of students with dyslexia working in a multiple source multimedia context

“…Thus, it seemed that for these participants, the interaction with the multimedia materials resulted in an "either -or" learning outcome; either the details or the bigger picture, but not both. Presumably, this result is due to the combination of reduced working memory capacity and word reading problems, with reading putting too heavy a load on an already limited working memory and leaving too little working memory capacity to both remember detailed information on a propositional level and integrate information (Anmarkrud et al, 2018;Hulme & Snowling, 2009;Melby-Lervåg et al, 2012). Accordingly, in previous research on paper-based reading, it has been found that both word recognition and comprehension processes compete for working memory capacity (e.g., Stanovich, 1986).…”

“…Although this can represent a great challenge for students regardless of their reading skills, poor readers may be particularly vulnerable in such learning contexts. Still, surprisingly little is known about how students with dyslexia handle such multi-representational information (Anmarkrud, Brante, & Andresen, 2018;Knoop-van Campen et al, 2018;McCarthy & Swierenga, 2010), compared to the knowledge that exists about typically developing readers' multimedia learning (Mayer, 2014c). This study is frontline because it uniquely contributes to both multimedia learning and dyslexia, integrating and broadening the research agenda in both areas and providing new insights into what it means to be a struggling reader in the 21st century.…”

Investigating multiple source use among students with and without dyslexia

“…Further, reading in an online environment might be even more challenging for readers with dyslexia than for typically developing readers. Specifically, the combined requirements of high working memory capacity and adequate word decoding skills, which presumably characterize learning on the Internet (Barsky & Bar-Ilan, 2012;DeStefano & LeFevre, 2007;Rosman, Mayer, & Krampen, 2016), could lead to cognitive overload for this group of readers (Anmarkrud, Brante, & Andresen, 2018;Gathercole, Alloway, Willis, & Adams, 2006;Melby-Lervåg, Lyster, & Hulme, 2012). Still, research is very limited on readers with dyslexia reading in an online environment.…”

“…However, there seems to be a limited research base on dyslexic readers' multimedia Some recent research has also supported the idea that multimedia learning could be less effective for readers with dyslexia than for typically developing readers (Anmarkrud, Brante, & Andresen, 2018;Beacham & Alty, 2006;Brante, Olander, & Nyström, 2013). For instance Brante et al (2013) found that the inclusion of pictures in the learning material hampered dyslexic students' comprehension, and Beacham and Alty (2006) found that dyslexic students' performance in a text only condition was better than when graphs were included in the learning material.…”