BIBLIOGRAFIA RECOMANADA:

Articles científics (prem el títol de les publicacions per accedir-hi)​:

• Anthony, W. L., Zhu, Y., & Nower, L. (2021). The relationship of interactive technology use for entertainment and school performance and engagement: Evidence from a longitudinal study in a nationally representative sample of middle school students in China. Computers in Human Behavior, 122, 106846.
• Backfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Variability of teachers’ technology integration in the classroom: a matter of utility!. Computers & Education, 166, 104159.
• Cheung, A. C. & Slavin, R. E. (2012). How features of educational technology applications affect student reading outcomes: A meta-analysis. Educational Research Review, 7, 198-215.
• Coiro, J. (2021). Toward a multifaceted heuristic of digital reading to inform assessment, research, practice, and policy. Reading Research Quarterly, 56, 9-31.
• Delgado, P. & Salmerón, L. (2021). The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure. Learning and instruction, 71, 101396.
• 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 reading comprehension. Educational Research Review, 25, 23-38.
• Furenes, M. I., Kucirkova, N., & Bus, A. G. (2021). A comparison of children’s reading on paper versus screen: A meta-analysis. Review of Educational Research, 91(4), 483-517.
• Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: A critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32, 139-156.
• Hammer, M., Göllner, R., Scheiter, K., Fauth, B., & Stürmer, K. (2021). For whom do tablets make a difference? Examining student profiles and perceptions of instruction with tablets. Computers & Education, 166, 104147.
• Hu, X., Gong, Y., Lai, C., & Leung, F. K. (2018). The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis. Computers & Education, 125, 1-13.
• Mangen, A. & Van der Weel, A. (2016). The evolution of reading in the age of digitisation: an integrative framework for reading research. Literacy, 50(3), 116-124.
• 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.
• Salmerón, L., Vargas, C., Delgado, P., & Baron, N. (2022). Relation between digital tool practices in the language arts classroom and reading comprehension scores. Reading and Writing.
• van der Weel, A. & Mangen, A. (2022). Textual reading in digitised classrooms: Reflections on reading beyond the Internet. International Journal of Educational Research, 115, 102036.

Libres:

• Baron, N. (2015). Words onscren. The fate of reading in a digital world. Oxford University Press.
• Baron, N. (2021). How we read now. Oxford University Press.
• Barzillai, M., Thomson, J., Schroeder, S., & van den Broek, P. (Eds.) (2018). Learning to read in a digital world. John Benjamins Publishing.
• Guernsey, L. & Levine, M. H. (2015). Tap, click, read. Growing readers in a world of screens. Jossey-Bass.
• Shibata, H. & Omura, K. (2020). Why digital displays cannot replace paper. The cognitive science of media for reading and writing. Springer Nature.
• van der Weel, A. (2011) Chaging our textual minds. Manchester University Press.
• Wolf, M. (2008). Proust and the Squid. The story and science of the reading brain. Icon books.
• Wolf, M. (2018). Reader come home. The reading brain in a digital world. Harper Collins Publishers.

Articles de divulgació:

• Delgado, P., Salmerón, L., & Vargas, C. (2019). La lectura digital, en desventaja. Mente y cerebro, 99, 26-33.
• Pelluch, L. G., Herrera, P. D., Pecino, C. V., Martínez, M. V., & González, L. S. (2020). La lectura en pantalla en las aulas. Textos. Didáctica de la lengua y la literatura, (89), 41-47.
• Revista Investigación y Ciencia (Número Especial): Cerebro y pantallas.

RECURSOS WEB D'INTERÈS:

• Web Comprensión lectora basada en evidencias.
• Web de l'Asociación Española de Comprensión Lectora