Ladislao Salmerón, Lalo








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Associate Professor
Department of Developmental and Educational Psychology
University of Valencia
Avda. Blasco Ibáñez, 21
46010 Valencia, Spain
ladislao.salmeron [at]
Short CV

2006, PhD. Department of Experimental Psychology, University of Granada
2004, Fulbright graduate student, Institute of Cognitive Science, University of Colorado at Boulder
2000, BS in Psychology, Complutense University of Madrid

Research interests:
I conduct my research at the Research Unit on Reading at the University of Valencia on the following topics:
Reading strategies in complex reading tasks (hypertext, task oriented reading).
Eye-movements and hypertext comprehension.
Critical reading on the Internet.

Projects (current):

COST ACTION IS1404: Evolution of reading in the age of digitisation (E-READ),
Management Committee Member (2014-2018).

Advancing XXI century literacy skills: Integration and evaluation of multimodal information, Funded by the Spanish Minister of Science and Innovation, co PI (with Inmaculada Fajardo), 2018-2020.


Delgado, P., Avila, V., Fajardo, I., & Salmerón, L. (in press).
Training young adults with intellectual disability to read critically on the Internet. Journal of Applied Research in Intellectual Disabilities. [PDF]

Salmerón, L., & Delgado, P. (2018). Nuevas tecnologías, lectura y aprendizaje: Análisis crítico sobre los efectos de las TIC en el desarrollo de competencias educativas. Manuscrito enviado para su publicación.

Salmerón, L., Gil, L., & Bråten, I. (in press). Using eye-tracking to assess sourcing during multiple document reading: A critical analysis. Frontline Learning Research. [open access]

Macedo-Rouet, M., Potocki, A., Scharrer, L., Ros, C., Stadtler, M., Salmerón, L., & Rouet, J-F. (in press). How good is this page? Benefits and limits of prompting on adolescents’ evaluation of Web information quality. Reading Research Quarterly.

Salmerón, L., Fajardo, I., & Gómez, M. (in press). Selection and evaluation of Internet information by adults with intellectual disabilities. European Journal of Special Needs Education. [PDF]

Salmerón, L., & Llorens, A. (in press). Instruction of digital reading strategies based on eye-movements modeling examples. Journal of Educational Computing Research. [PDF]

Bråten, I., Braasch, J., Salmerón, L. (in press). 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). New York: Routledge. [PDF]

Delgado, P., Avila, V., Fajardo, I. & Salmerón, L. (en prensa). Programa de lectura crítica en Internet para jóvenes con discapacidad intelectual. Revista Española de Discapacidad. [PDF]


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. [PDF]

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. [PDF]

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. [PDF]

Salmerón, L., García, A., & Vidal-Abarca, E. (2018). The development of adolescents’ comprehension-based Internet reading skills. Learning and Individual Differences, 61, 31-39. [PDF]

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. [PDF]

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. [PDF]

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. [PDF]

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. [PDF]

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. [PDF]

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.[PDF]

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. [PDF

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. [PDF

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. [PDF

Amadieu, F. & Salmerón, L. (2014). Concept maps for comprehension and navigation of hypertexts. In R. Hanewald & D. Ifenthaler (Eds). Digital Knowledge Maps in Education (pp. 41-59).
Springer, New York. [PDF]

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. [PDF]

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. [PDF]

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. [PDF]

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. [PDF]

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. [PDF]

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. [PDF]

Bråten, I., Strømsø, H., & Salmerón, L. (2011). Trust and mistrust when students read multiple information sources about climate change. Learning and Instruction, 21, 180-192.

Vidal-Abarca, E., Salmerón, L., & Mañá, A. (2011). Individual differences in task-oriented reading. In M.T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text. Greenwich, CT: Information Age Publishing.
Salmerón, L., Kintsch, W. & Kintsch, E. (2010). Self-regulation and link selection strategies in hypertext. Discourse Processes, 47, 175–211. [PDF]

Salmerón, L., Gil, L., Bråten, I. & Strømsø, H. (2010). Comprehension effects of signalling relationships between documents in search engines. Computers in Human Behavior, 26, 419-426. [PDF]

Salmerón, L., Baccino, T., Cañas, J.J., Madrid, R. I., & Fajardo, I. (2009). Do graphical overviews facilitate or hinder comprehension in hypertext? Computers & Education, 53, 1308-1319. [PDF]

Fajardo, I., Vigo, M. & Salmerón, L. (2009). Technology for supporting Web information search and learning in Sign Language. Interacting with Computers, 21, 243-256.

Fajardo, I., Cañas, J.J., Salmerón, L. & Abascal, J. (2009). Information structure and practice as facilitators of deaf users’ navigation in textual Websites. Behaviour and Information Technology, 28, 87-97. [PDF]

Salmerón, L., Arizo, S., García, V., Vidal-Abarca, E., Gilabert, R., Ruzafa, M. & Llacer, E. (2008). Automated essay grading considering dissimilarity from incorrect responses. Presentation at the International Technology, Education and Development Conference 2008, Valencia (Spain).

Baccino, T., Salmerón, L. & Cañas, J.J. (2008). La lecture des hypertextes. In A. Tricot & A. Chevalier (Eds.) Ergonomie des documents ergonomiques. Paris: PUF.

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. [PDF]

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. [PDF]

Salmerón, L., Kintsch, W. & Cañas, J. J. (2006). Reading strategies and prior knowledge in learning with hypertext. Memory & Cognition, 34, 1157–1171. [PDF]

Fajardo, I., Cañas, J.J., Salmerón, L. & Abascal, J. (2006).
Improving deaf users’ accessibility in hypertext information retrieval: are graphical interfaces useful for them? Behaviour and Information Technology, 25, 455-467. [PDF]

Salmerón, L., Cañas, J.J., Kintsch, W. & Fajardo, I. (2005). Reading strategies and hypertext comprehension. Discourse Processes, 40, 171-191. [PDF]

Salmerón, L., Cañas, J.J. & Fajardo, I. (2005). Are expert users’ always better searchers? Interaction of expertise and semantic grouping in hypertext search tasks. Behaviour and Information Technology, 24, 471-475. [PDF]

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). [PDF]





Last update: 2th December 2018