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Ladislao Salmerón |
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Qualifications:
Projects (current): Lectura en
pantalla en las aulas de
Primaria y Secundaria: estudios
multimétodo / On-screen reading at Primary and
Secondary education classrooms: multimethod studies, Funded by the Spanish
Minister of Science and Innovation, 2021-2024. Publications: Altamura,
L., Vargas, C., & Salmerón, L. (2024). Do new forms of reading pay off? A
meta-analysis on the relationship between leisure digital reading habits and
text comprehension. Review of
Educational Research. [post-print] Bråten, I., Latini, N., &
Salmerón, L. (2024). Source evaluation. In S. Graham, J. Fitzgerald, C.
MacArthur (Eds.). Handbook of Writing
Research, 3th edition. Guilford Publications Salmerón,
L., Altamura, L., Delgado, P., Karagiorgi, A. &
Vargas, C. (2024). Reading comprehension on handheld devices versus on paper:
A narrative review and meta-analysis of the medium effect and its moderators.
Journal of Educational Psychology.
[post-print] McCrudden,
M. T., Bråten, I., & Salmerón, L. (2023).
Learning from multiple texts. In R. Tierney, F. Rizvi, K. Ercikan
(Eds.). International Encyclopedia of
Education, 4th Edition, Elsevier [post-print] Haverkamp, Y. E., Bråten, I., Latini, N., & Salmerón, L. (2023). Is it the size,
the movement, or both? Investigating effects of screen size and text movement
on processing, understanding, and motivation when students read informational
text. Reading and Writing, 36, 1589-1608. [open
access] Salmerón,
L., Vargas, C., Delgado, P., & Baron, N. (2023). Relation between digital
tool practices in the language arts classroom and reading comprehension
scores. Reading and Writing, 36, 175-194.
[open access] Salmerón,
L., Altamura, L., Blanco-Gandia, M.C., Montagud, S., & Vargas, C. (2022). Validation of a
reading comprehension efficiency test for Spanish university students. Psicologica 43(2): e14809. [open access] Delgado,
P., Serrano-Mendizábal, M., Gómez-Merino, N., Pi-Ruano, M., Rubio, A., Skrobiszewska,
N. & Salmerón, L. (2023). Changes in reading habits during the COVID-19
confinement in Spain. Culture and
Education, 35(2), 420-449. Fajardo,
I., Avila, V., Delgado, P., Gómez-Merino, N., & Salmerón, L. (2022).
Video-blogs and linguistic simplification for students with intellectual
disability. Journal of Applied Research
in Intellectual Disabilities, 35, 1217-1230. [open
access] Hautala, J., Salmerón, L., Tolvanen,
A., Loberg, O. & Leppänen,
P. (2022). Task-oriented reading efficiency: interplay of general cognitive
ability, task demands, strategies and reading fluency. Reading and Writing, 35, 1787-1813. [open
access] Delgado, P. & Salmerón, L. (2022). Cognitive effort in text
processing and reading comprehension in print and on tablet: An eye-tracking
study. Discourse Processes, 59, 237-274.
[web] Delgado,
P. Anmarkrud, Ø., Avila, V., Altamura, L., Chireac,
S., Pérez, A., & Salmerón, L. (2022). Learning from text and video blogs:
comprehension effects on secondary school students. Education and Information Technologies. [open
access] García,
V., Amadieu, F., & Salmerón, L. (2021).
Integrating digital documents by means of concept maps: testing an
intervention program with eye-movements modelling examples. Heliyon, e08607
[open access] Sampietro, A., & Salmerón, L. (2021). Incivility in
online news and Twitter: effects on attitudes toward scientific topics when
reading in a second language. Language Sciences, 85,
101385. [web] Salmerón, L., Delgado, P., Vargas, C.,
& Gil, L. (2021). Tablets for all? Testing the screen inferiority
effect with upper primary school students. Learning and Individual Differences, 86, 101975. [post-print] Delgado,
P., & Salmerón, L. (2021). The inattentive on-screen reading: Reading
medium affects attention and reading comprehension under time pressure. Learning & Instruction, 71,
101396. [web] Salmerón, L., Arfé, B., Ávila, V., Cerdán,
R., de Sixte, R., Delgado, P., … Perea, M. (2020).
READ-COGvid: A database from reading and media
habits during COVID-19 confinement in Spain and Italy. Frontiers in Psychology, 11, 575241. [open
access] Salmerón,
L., Delgado, P., & Mason, L. (2020). Using eye-movement modeling examples
to improve critical reading of multiple webpages on a conflicting topic. Journal
of Computer Assisted Learning, 36, 1038-1051. [post-print] Latini, N., Bråten, I., &
Salmerón, L. (2020). Does reading medium affect processing and integration of
textual and pictorial information? A multimedia eye-tracking study. Contemporary Educational Psychology, 62, 101870.
[open
access] Delgado, P., Stang Lund, E., Salmerón, L. & Bråten, I. (2020). To click or not to click:
investigating conflict detection and sourcing in a multiple document
hypertext environment. Reading and
Writing, 33, 2049-2072. [web] Salmerón,
L., Sampietro, A., & Delgado, P. (2020). Using Internet
videos to learn about controversies: Evaluation and integration of multiple
and multimodal documents by primary school students. Computers & Education, 148,
103796.
[post-print] Macedo-Rouet,
M., Salmerón, L., Ros, C., Pérez, A., Stadtler, M.,
& Rouet, J-F. (2020). Are frequent users of social network sites good information
evaluators? An investigation of adolescents’ sourcing abilities, Infancia y Aprendizaje,
43, 101-138. Potocki, A., De Pereyra, G., Ros, C., Macedo-Rouet, M., Stadtler, M.,
Salmerón, L., & Rouet, J-F. (2020). The
development of source evaluation skills during adolescence: exploring
different levels of source processing and their relationships, Infancia y Aprendizaje,
43, 19-59. Bråten, I., Magliano, J.P., & Salmerón,
L. (2020). Concurrent and task-specific self-reports. In D.L. Dinsmore, L.K.
Fryer, & M.M. Parkinson (Eds.), Handbook
of strategies and strategic processing: Conceptualization, intervention,
measurement, and analysis. New York: Routledge. [post-print] Bråten,
I., Braasch, J. L. G., & Salmerón, L. (2020).
Reading multiple and non-traditional texts: New opportunities and new challenges.
In E. B. Moje, P. Afflerbach,
P. Enciso, & N. K. Lesaux
(Eds.), Handbook of reading research
(Vol. V) (pp. 79-98). New York:
Routledge. [post-print] Latini, N., Bråten, I., Anmarkrud, Ø., & Salmerón, L. (2019). Investigating
effects of reading medium and reading purpose on behavioral engagement and
textual integration in a multiple text context. Contemporary Educational Psychology, 59, 101797. [open
access] Andresen,
A., Anmarkrud, Ø., Salmerón, L., & Bråten, I. (2019). Processing and learning from multiple
sources: A comparative case study of students with dyslexia working in a
multiple source multimedia context.
Frontline Learning Research, 7, 1-26. [open access] Sanchiz, M., Lemarié, A.,
Chevalier, A., Cegarra, J., Pauvel,
P.V., Salmerón, L., Amadieu, F. (2019).
Investigating multimedia effects on concept map building: Impact on map
quality, information processing and learning outcome. Education and Information
Technologies, 24, 3645-3667. [post-print] Salmerón, L., & Delgado, P. (2019).
Análisis crítico sobre los efectos de las tecnologías digitales en la lectura
y el aprendizaje. Cultura y Educación,
31, 465-480. [post-print] Delgado, P., Avila, V., Fajardo, I., & Salmerón, L. (2019). Training young
adults with intellectual disability to read critically on the Internet. Journal of Applied Research in
Intellectual Disabilities, 32, 666-677.
[post-print] Macedo-Rouet,
M., Potocki, A., Scharrer,
L., Ros, C., Stadtler, M., Salmerón, L., & Rouet, J-F. (2019). How good is this page? Benefits and
limits of prompting on adolescents’ evaluation of Web information quality. Reading Research Quarterly, 54,
299–321. [post-print] Salmerón,
L., Fajardo, I., & Gómez, M. (2019). Selection and evaluation of Internet
information by adults with intellectual disabilities. European Journal of Special Needs Education, 34, 272-284. [post-print] Salmerón,
L., & Llorens, A. (2019). Instruction of
digital reading strategies based on eye-movements modeling examples. Journal of Educational Computing Research,
57, 343-359. [post-print] Delgado, P., Avila, V., Fajardo, I. & Salmerón, L. (2018). Programa de lectura crítica en Internet para jóvenes
con discapacidad intelectual. Revista
Española de Discapacidad, 6, 229-245.
[open
access] Salmerón, L., Gil, L., & Bråten, I. (2018). Using eye-tracking to assess
sourcing during multiple document reading: A critical analysis. Frontline Learning Research, 6, 105-122. [open
access] Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018).
Don't throw away your printed books: A meta-analysis on the effects of reading media on comprehension. Educational Research Review, 25, 23-38. [open
access] Salmerón,
L., García, A., & Vidal-Abarca, E. (2018). WebLEC: A test to assess adolescents’ Internet reading
literacy skills. Psicothema, 30, 388-394. [open access] García. V., & Salmerón, L. (2018). El
uso de Wikipedia en educación Primaria: complejidades y retos. Aula Innovación, 275, 33-38. [post-print] Delgado, P., & Salmerón, L. (2018). El
libro no ha muerto: Desventaja meta-cognitiva de la lectura en pantalla. Ciencia Cognitiva, 12, 36-38. [open access] Pérez, A., Potocki, A., Stadtler,
M., Macedo−Rouet, M., Paul, J., Salmerón, L.,
Rouet, J-F. (2018). Fostering Teenagers’
Assessment of Information Reliability: Effects of a Classroom Intervention
focused on Critical Source Dimensions. Learning
& Instruction, 58, 53–64. Salmerón,
L., Gil, L., & Bråten, I. (2018). Effects of
reading real versus print-out versions of multiple documents on students’
sourcing and integrated understanding. Contemporary
Educational Psychology, 52, 25-35. [post-print] Salmerón,
L., Strømsø, H. I., Kammerer, Y., Stadtler, M., & van den Broek,
P. (2018). Comprehension processes in digital Reading. In M. Barzillai, J. Thomson, S. Schroeder, and P. van den Broek (Eds.) Learning
to read in a digital world (pp. 91-120). Amsterdam: John Benjamins. [post-print] Salmerón,
L., García, A., & Vidal-Abarca, E. (2018). The development
of adolescents’ comprehension-based Internet reading skills. Learning and Individual Differences, 61, 31-39. [post-print]
Bråten, I., Stadtler, M., &
Salmerón, L. (2018). The Role of Sourcing in Discourse Comprehension. In M.
Schober, D. N. Rapp & M. A. Britt (Eds.), Handbook of Discourse Processes (pp. 141-166). New York, NY:
Taylor & Francis. Macedo-Rouet, M., Salmerón, L., & Rouet,
J-F. (2017).
Les forums de questions-réponses comme ressource pour l’apprentissage
informel: Quelle approche critique des sources par les adolescents? Olivier
Las Vergnas (Ed.) Le e-learning informel. Paris: Éditions des archives
contemporaines. [HTML] García-Blanco, A., Salmerón, L., &
Perea, M. (2017). Inhibitory control for emotional and neutral scenes in competition: An
eye-tracking study in bipolar disorder. Biological Psychology, 127,
82–88. [post-print] Mañá, A., Vidal-Abarca, E., & Salmerón, L. (2017). Effect of delay
on search decisions in a task-oriented Reading environment. Metacognition and Learning, 12, 113–130. Salmerón,
L., Naumann, J., García, V., & Fajardo, I. (2017). Scanning and deep
processing of information in hypertext: An eye-tracking and cued
retrospective think-aloud study. Journal
of Computer Assisted Learning, 33,
222–233. [post-print] Salmerón,
L., Abu Mallouh, R., & Kammerer, Y. (2017).
Location of navigation menus in websites: an experimental study with Arabic
users. Universal Access in the
Information Society, 16, 191-196. [post-print] Salmerón,
L., Macedo-Rouet, M., & Rouet,
J-F. (2016). Multiple viewpoints increase students' attention to source
features in social question and answer forum messages. Journal of the Association for Information Science and Technology. 67, 2404–2419. [post-print] Naumann, J., & Salmerón, L. (2016).
¿Acaso la navegación siempre predice el desempeño? Los efectos de la
navegación en la lectura digital son moderados por las habilidades de
comprensión. Revista Mexicana de
bachillerato a distancia, 16, 132-155. [open
access] Bråten, I., Salmerón, L., & Strømsø, H.I. (2016). Who said that? Investigating
the Plausibility-Induced Source Focusing assumption with Norwegian
undergraduate readers. Contemporary
Educational Psychology, 46, 253-262. [post-print] Scharrer,
L. & Salmerón, L. (guest editors). Special issue ‘Sourcing in the reading
process’. Reading and Writing. [open access] Salmerón,
L., Gómez, M., & Fajardo, I. (2016). How students with intellectual
disabilities evaluate recommendations from Internet forums. Reading and Writing, 29, 1653–1675.[post-print] Naumann,
J., & Salmerón, L. (2016). Does navigation always predict performance?
Effects of relevant page selection on digital reading performance are
moderated by offline comprehension skills. The International Review of Research in Open and Distributed
Learning, 17, 42-59. [open
access] Fajardo, I., Villalta, E., & Salmerón, L.
(2016). ¿Son realmente tan buenos los nativos digitales? Relación entre las
habilidades digitales y la lectura digital. Anales de Psicología, 32, 89-97. [open access] Salmerón, L., Llorens, A. C., &
Fajardo, I. (2015). Instrucción de estrategias de lectura digital mediante
modelado por video. Informació Psicològica,
110, 38-50. [open access] Salmerón, L., Vidal-Abarca, E., Martínez,
T., Mañá, A., Gil, L., & Naumann,
J. (2015). Strategic decisions in task-oriented reading. The Spanish Journal of Psychology, 18, 1-10. [post-print] Amadieu, F.,
Salmerón, L., Cegarra, J., Paubel,
P-V, Lemarié, J., & Chevalier, A. (2015). Learning from
Concept-Mapping and Hypertext: an eye tracking study. Educational Technology & Society, 18, 100-112. [open access] Salmerón,
L., Cerdán, R., & Naumann, J. (2015). How
adolescents navigate Wikipedia to answer questions. Infancia y Aprendizaje: Journal for the Study of
Education and Development, 38, 435-471. [post-print] Pérez, D., & Salmerón,
L. (2015). When Human-Computer Interaction meets Blended Learning and
heuristics are not enough: evaluating the usability with field observation
and interviews. In B. R. Jones (Ed). Blended
Learning: Student Perceptions, Emerging Practices and Effectiveness. Nova Science Pub. Tavares, G., Fajardo, I., Avila,
V., Salmerón, L., & Ferrer, A. (2015). Who do you refer to? How
young students with mild intellectual disability confront anaphoric
ambiguities in texts and sentences. Research in Developmental Disabilities, 38, 108-124. García-Blanco, A, Salmerón, L., & Perea,
M. (2015). Attentional capture by emotional scenes across episodes in bipolar
disorder: Evidence from a free-viewing task. Biological Psychology, 108, 36-42. [post-print] García-Blanco, A., Salmerón, L., Perea, M.,
& Livianos, L. (2014). Attentional biases toward
emotional images in the different episodes of bipolar disorder: An
eye-tracking study. Psychiatry Research, 215,
628-633. [post-print]
García-Blanco, A., Perea, M., &
Salmerón, L. (2014). Atención y procesamiento emocional en personas con
trastorno bipolar. Ciencia Cognitiva, 8:1, 1-4. [open access] Salmerón, L., Kammerer, Y., & García-Carrión, P. (2013). Searching the Web
for conflicting topics: page and user factors. Computers in Human Behavior, 29, 2161–2171.
[post-print] Salmerón, L. (2013). Actividades que
promueven la transferencia de los aprendizajes: una revisión de la literatura.
Revista de Educación, volumen
extraordinario 2013, 34-53.
[open access] García-Blanco, A., Perea, M., &
Salmerón, L. (2013). Attention orienting and inhibitory control across
the different mood states in bipolar disorder: An emotional antisaccade task. Biological Psychology, 94,
556- 561. [post-print] 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. [post-print] Salmerón, L. (2011). ¿Por qué
realizar un examen mejora nuestro aprendizaje? Lecciones científicas y
educativas del efecto del test. Ciencia
Cognitiva, 5:1, 19-21.
[open access] Salmerón, L., & García, V. (2011). Reading skills and children's
navigation strategies in hypertext. Computers in Human Behaviour, 27, 1143–1151. [post-print] Vidal-Abarca, E., Martínez, T., Salmerón, L., Cerdán,
R., Gilabert, R., Gil, L., Mañá,
A., Llorens, A., & Ferris, R. (2011). Recording
online processes in task-oriented reading with Read&Answer.
Behavior Research Methods, 43, 179–192.
[post-print] Salmerón,
L., Baccino, T. & Cañas,
J. (2006). How prior knowledge and text coherence affect eye fixations in
hypertext overviews. In R. Sun & N. Miyake (Ed.), Proceedings of the 28th Annual Conference
of the Cognitive Science Society (pp. 715-719). Hillsdale NJ: L awrence Erlbaum Associates. [post-print] León, J. A., Escudero, I.,
Olmos, R., Cañas, J. J. & Salmerón, L. (2006). Assessing short summaries
with human judgments procedure and latent semantic analysis in narrative and
expository texts. Behavior
Research Methods, 38, 616–627.
Salmerón, L., Fajardo, I. & Cañas, J.J.
(2003). Las estrategias de navegación
reflejan la adquisición de conocimiento de los usuarios. Ponencia presentada
en el 4º Congreso Internacional
de Interacción Persona-Ordenador, Vigo (España). [post-print] |
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