GIUV2016-316

The READit research group is interested in the study of the neurobiological, cognitive and behavioural foundations of reading. The methodological focus is experimental psychology and the collection of electrophysiological (EEG) and eye movement measurements as correlates of reading behaviour at different levels: decoding, syntactic processing and comprehension. Under these parameters, different lines of research are articulated, dedicated to the study of reading acquisition in children with typical and atypical development, lexical access in different languages or research applied to everyday life activities, such as the comprehension of digital texts in adolescents or the reading of traffic signs while driving a vehicle. READit seeks to relate its findings to current models of reading, reading literacy instruction and intervention in developmental disorders or psychopathologies that affect reading.

No Determinada

• Studying the neurobiological, cognitive and behavioral foundations of reading: the aim is to analyze the correlates of different reading processes that range from word decoding to text comprehension, including syntactic analysis, fundamentally from the point of view of neurobiology, accompanying behavioral measures (hits, reading times or eye movement patterns) and cognitive measures (memory or attention) with physiological measures such as EEG or pupillary dilation.
• Apply and transfer knowledge to applied fields. Once the fundamentals of reading are known, modify the environment (e.g., linguistic elements or formats and forms of presentation of educational, informative or popular texts, etc.) or design programs and intervention techniques in specific processes (e.g., Critical Reading Training in digital environments with adolescents; eye-movement modeling examples, etc.).

• Neurodevelopmental and reading disorders.This line focuses on the analysis, from a developmental perspective, of the difficulties in decoding and reading comprehension common in various neurodevelopmental disorders such as autism spectrum disorders (ASD), intellectual disability (ID) or dyslexia.
• Critical Reading on the Internet.Our line aims to assess the psychological components that explain uncritical reading on the internet, as well as to describe and explain how these components develop over the course of adolescence, with the ultimate goal of evaluating ways to improve these critical aspects.

• Research and experimental development in the social sciencies and humanities

• ERI Reading Research

• READING DIFFICULTIES
• DYSLEXIA
• INTELLECTUAL DISABILITY
• AUTISM SPECTRUM DISORDERS (ASD)
• ADOLESCENCE
• DIGITAL LITERACY
• CRITICAL READING