Laura Gil Pelluch is professor in the Department of Developmental and Educational Psychology of the University of Valencia. She is also member of the Interdisciplinary Research Structure on reading (ERI-reading). She obtained her PhD in Psychology with international mention in February of 2009 at the University of Valencia. In addition, she was a postdoctoral student Juan de la Cierva with the Research Group  "Thought, understanding and working memory" at UNED.

Her research career has focused on the analysis, evaluation and intervention in the reading comprehension processes of single and multiple texts. She has extensive experience in the design of tasks for intervention and evaluation of reading comprehension processes. She has participated in several  funded research projects related to evaluation and intervention in reading comprehension processes and executive processes.

[Biography, english version]

Amelia Mañá is a professor in the Department of Evolutionary Psychology and Education at the University of Valencia. She is also a researcher in the Interdisciplinary Research Structure on Reading (ERI-Reading). Her academic background includes the degrees of Doctor and Bachelor in Psychology and Psychopedagogy from the University of Valencia. Since 2012 she teaches in the field of Developmental Psychology and Special Educational Needs, mainly in the Degrees of Teacher of Infant and Primary Education and in the Master in Special Education. His research has been devoted mainly to the study of cognitive processes related to reading, specifically with the processes of self-regulation of comprehension and motivational aspects that affect the process of comprehension and learning from textual information. She has participated in several projects related to the evaluation and training of comprehension processes in primary and secondary students as well as in students with neurodevelopmental disorders.

Marina Pi Ruano is psychologist by the University of Valencia. Currently, she is PhD in the Doctoral Programme in Reading and Comprehension.

Javier Roca is associate professor at the University of Valencia (Spain). He is also researcher at the ERI-Lectura (Interdisciplinary Research Structure on Reading) and Secretary of the Spanish Society for Experimental Psychology (SEPEX). He obtained a Degree in Psychology (University of Valencia), a Master’s Degree in Cognitive and Behavioural Neuroscience (University of Granada), and a PhD in Experimental Psychology (University of Granada). His research focuses on the study of cognitive processes and its application in daily living activities, such as reading or driving a vehicle. Since 2012, he has been leading a funded research line on the difficulties of adults with and without reading impairment (dyslexia) to acquire text and pictorial information from traffic signs.

Ladislao Salmerón is associate professor of the Department of Developmental and Educational psychology and director of the Reading Institute of the University of Valencia, Spain. He obtained his PhD in 2006 on experimental psychology at the University of Granada, Spain, and was a Fulbright visiting scholar at the Institute of Cognitive Science of the University of Colorado, USA. His research focuses on the cognitive mechanisms of digital reading. Within this field, he has studied the development of digital reading competence across adolescence, digital reading skills of students with intellectual disability, and the use of eye-movement videos to support the acquisition of digital reading abilities.

Dr. Marta Vergara-Martínez obtained her Bachelor degree in Psychology (Experimental Psychology and Cognitive Science) at the Complutense University of Madrid and her PhD in Cognitive Neuroscience at the University of La Laguna. She is currently Associate Professor at the Department of Developmental Psychology at the University of València, where she arrived in 2011.

Marta is the current director of the Interdisciplinary Research Structure ERI-LECTURA.

The ERI-LECTURA brings together different lines of research in READING COMPREHENSION, among others (learning, disorders, literature, digital contexts, neuroscience of reading, etc.)

Previously, she spent 4 years as Postdoc Researcher (two years as Fulbright Postdoc) at the University of California, Davis, where she carried out research on Psycholinguistics & Psychophysiology (EEG and ERP studies) under the supervision of Prof. Tamara Y. Swaab.

Marta’s expertise is on Psycholinguistics, Neuroimaging Techniques –mainly the recording and analysis of EEG and ERPs in combination with behavioral methods and Eye Movements technique - , reading acquisition and visual word recognition.

Marta’s current lines of research include a series of topics relating to: 1) psycholinguistics: disentangling perceptual vs. lexical effects in the early stages of visual word recognition; disentangling the impact of contextual diversity vs. raw frequency variables on learning new vocabulary; connecting parameters of computational models of Lexical Decision to their electrophysiological correlates; 2) Reading comprehension in special populations: orthographic and phonological encoding during the early stages of word reading in deaf readers (see our most recent publication on SCIENTIFIC REPORTS-NATURE); reading comprehension of figurative language in young readers with ASD.

Finally, in collaboration with some colleagues at the Department of Developmental Psychology, we are carrying out research to disentangle the positive effects of paper-based vs digital reading, as shown by a recent paper of this team (Delgado, P., Vargas, C., Ackerman, R., Salmerón, L., & Ibáñez, A. B. (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). NEUROPAPEL-BBVA