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In:Learning to Read in a Digital World
Edited by Mirit Barzillai, Jenny Thomson, Sascha Schroeder and Paul van den Broek
[Studies in Written Language and Literacy 17] 2018
► pp. 57–90

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Chapter 3
Cognitive processes and digital reading

 | Queen’s University Belfast
 | University of Sheffield
 | University of Jyväskylä
 | Technion – Israel Institute of Technology
 | University of Jyväskylä
 | University of Sheffield
Published online: 9 August 2018
DOI logo with link
https://doi.org/10.1075/swll.17.03wyl
Abstract
Regardless of the medium, reading is a complex skill involving the execution and coordination of many cognitive processes. Reading comprehension in skilled readers is the end-product of processes that are fast, efficient, interactive and strategic. These processes, some of which may be described as lower level (e.g. word recognition) and some as higher level (e.g. inference-making), rely on aspects of executive function including attention, working memory, executive control and metacognition. This chapter examines the involvement of these four aspects in both print and digital reading. We explore how on-screen reading of linear and non-linear text (hypertext) makes additional demands on executive function, potentially threatening comprehension and learning. We also consider how technology may confer processing advantages for readers with particular difficulties. Recommendations aimed at preventing shallow processing when engaging with digital text are presented. Having reviewed the literature, we speculate on how the potential of technology may be harnessed in order to encourage reading, to improve assessment, and to increase knowledge.
Article outline
  • 1.Introduction
  • 2.Attention
    • 2.1Attention and reading
    • 2.2Attention and digital reading
  • 3.Working memory
    • 3.1Working memory and reading
    • 3.2Working memory and digital reading
  • 4.Executive control
    • 4.1Executive control and reading
    • 4.2Executive control and digital reading
  • 5.Metacognition
    • 5.1Metacognition and reading
    • 5.2Metacognition and digital reading
  • 6.Conclusions and future directions
  • References
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