I am associate professor of Psychology and work on the topic of reading comprehension and learning from text. I am also the coordinator of the PhD program Reading and Comprehension.

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Puede consultar tota la información en el sitio web http://www.gemmalluch.com/esp/ 

IGNACIO MÁÑEZ SÁEZ is Assistant Professor at the University of Valencia (Spain). He is also a researcher at the ERI-Lectura (Interdisciplinary Research Structure on Reading). He obtained a Degree in Psychology (University of Valencia), a Master’s degree in Cognitive Neurosciences and Educational Needs (University of Valencia and University of La Laguna), and a PhD in Psychology (University of Valencia and Salamanca). As a predoctoral researcher, he was a visiting scholar at the universities of Minnesota (USA) and Poitiers (France). His research focuses on the study of text-based learning processes and feedback processing in digital environments; further, he has participated in several national research projects with public funding related to the design and development of intervention programs in reading literacy. He has publications in scientific journals in the fields of psychology, learning and digital environments.

Luis Ramos has a degree and PhD in Psychology from the University of Valencia and a Diploma in Teaching, specializing in Therapeutic Pedagogy, from the Catholic University of Valencia. He has been working since 2004 as an educational psychologist (school counselor) in schools and combines his work in non-university education with teaching at university levels as an associate professor in the Department of Developmental Psychology and Education at the University of Valencia since 2011. He has extensive experience in methods of reading comprehension instruction and reading assessment. He is currently interested in reading in digital media and in the teaching of reading skills in the school context.

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