My research focuses on cognitive and perceptual factors in skilled reading and in cases of less skilled reading, such as developmental dyslexia. I am interested both in the development of reading skills and in the mechanisms that underpin skilled reading. In recent years my research program has expanded to the cognitive implications of screen reading and its impact on learning. I am particularly intrigued by changes in reading comprehension skills as a result of the shift from reading on paper to reading from digital displays. One line of research that I am pursuing is the use of learning strategies to mediate the negative impact of screen reading on deep comprehension. Another line of research involves the development of early literacy skills through informal interactions with commercial electronic books.
My research interests coincide with the objectives of this COST Action. Research on reading comprehension from digital devices that spans cultures and languages can provide evidence-based recommendations to educational practitioners and policy makers. It is important to investigate optimal design features that promote learning and improve deep reading, while minimizing the cognitive load and the potential for distractions. In addition, the shift to digital reading necessitates re-examination of classical models of skilled reading and of reading development, and their relevance to current reading practices.