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Part of
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. 239–242

Index

2
  • 21st century skills 2

A

  • accessibility 47, 79, 123, 174
  • achievement emotions 150–152, 156
  • advanced digital reading skills 59, 91
  • aesthetic feelings 146, 148
  • age differences 154
  • Android Play 46
  • animation 32, 127, 169, 187
  • animated pictures 127, 170
  • annotation 194–195, 197
  • appraisal 143, 151–153
  • arousal 143–145, 147, 151
  • asset management systems 45, 233
  • attention ix–x, 2–3, 5, 15, 18, 34, 36, 44, 49, 51, 57–64, 70–73, 94–95, 106, 121–123, 125–129, 131–133, 146–147, 149, 165, 168, 190, 192, 197, 211, 227, 234
  • attention deficits; Attention-Deficit Hyperactivity Disorder (ADHD) 121, 123, 125, 133
  • Attention Network Theory 61
  • autonomic nervous system (ANS) 144

B

  • blended learning 174
  • browser design 101–102

C

  • cognitive
    • resources 58, 151
    • skills 8, 173, 194, 209, 225
    • load 67, 101, 188, 211
  • coherence 95–96, 99, 151
  • collaboration 51, 142, 154, 156, 170, 174, 176, 194
  • colour gamut 45
  • communication 8, 17, 23–24, 142, 154–156, 171, 176, 185, 188, 194, 228, 234
  • comprehension (see text comprehension)
  • computer-assisted
    • learning 185
    • training 130–132
  • computer skills 100, 125–126
  • concepts about print 127, 167
  • Construction-Integration (CI) Model 98
  • Content-Source-Integration Model 103, 105
  • Control-Value Theory of Achievement Emotions 150–152, 156
  • credibility 104–106, 108
  • critical evaluation skills 91
  • Cascading Style Sheets (CSS)

D

  • decode 96, 167, 226
    • See also decoding
  • decoding 13, 63, 70, 131, 133, 177
  • deep reading 214, 230
  • delivery media 187
  • design
    • features 63, 79, 170
    • of digital reading interfaces 93
    • process 46–47
  • developmental dyslexia 122, 124–126, 128, 130, 133–134
  • dialogic reading 171
  • DigiLitEY 19, 22
  • digital
    • books 18–19, 153, 165, 167, 169–174, 177
    • divide 157
    • learning 71–72, 127, 129, 133, 152, 171, 190
    • literacy 15, 17–19, 134, 155–156, 169 ; (see also digital reading)
    • natives 2, 157, 233
    • parents 16
    • reading ix–x, 1, 3, 13, 18, 21, 32, 48–49, 57–60, 62, 65–67, 71–72, 74, 79–80, 91–95, 100, 106–107, 109–111, 121–126, 134, 141–142, 153–154, 156, 170, 185–187, 191, 205–206, 211, 214, 217–220, 225–232, 234–235
    • resources 32, 169, 229
  • Digital Rights Management (DRM) 45
  • digitisation 22, 142, 173, 205–207, 209, 213–215, 218–219, 227, 232, 235
  • distraction 5–6, 44, 93, 211, 227–228
    • theory 5–6
  • Dual Coding Theory 128, 167, 188
  • dyslexia (see developmental dyslexia)

E

  • early literacy x, 13, 130–131, 165–166, 176 ; (see also early reading)
  • early reading 4, 130, 165–167, 177
  • e-book 12–13, 20–22, 32–33, 45–47, 49, 75, 124, 131, 153, 157, 167, 170–171, 233
    • enhanced e-books 21, 171
  • education viii–x, 2, 8, 14, 19–20, 22, 62, 110, 123, 129, 134, 165, 168–170, 172–173, 176–177, 185–186, 193–194, 196, 206, 218–219, 233
    • early childhood education 165, 168
    • (See also school)
  • educator vii, ix–x, 1, 3, ,7, 15, 18, 20, 34, 38, 41, 45, 48–49, 51, 77, 79–80, 105–106, 111, 130, 165, 167, 169–177, 191, 195, 205, 217, 219–220, 229–230, 234
  • e-learning 32, 185–187 ; (see also computer-assisted learning)
  • electronic libraries 11
  • embedding 173
  • emoticons 155
  • emotion ix–x, 141–147, 149–153, 155–156, 225
  • emotional
    • contagion 155–156
    • support 104
  • empathy 146–147
  • engagement 4, 8, 11, 16–17, 19, 33, 58, 70, 78–80, 92, 122–123, 125, 128, 131, 133, 144, 146, 149–150, 152, 168–170, 174, 176, 186, 214
  • ePIRLS 212–213, 215, 217
  • epistemic beliefs 95–97, 104–105, 151–152
  • EPUB2 46
  • EPUB3 46–47
  • E-READ x, 22
  • e-readers (see e-book)
  • EU Kids Online project 3, 8, 10
  • evaluation x, 9, 64, 72, 91–92, 94, 102, 104–106, 108–111, 172, 175, 208, 212, 218, 229
  • evaluative feelings 146, 149
  • executive control x, 57–59, 63, 70–73
  • executive function 57–58, 60, 70, 75, 79, 227
  • expository text 141–142, 150, 153, 191, 193, 208, 210
  • eye tracking 106 ; (see also gaze fixation)

F

  • family ix–x, 1, 3–4, 7–11, 13–22, 48, 80, 165, 167, 171–172, 177, 225, 228, 230–231
  • fatigue 207
  • feedback 32, 47–49, 132, 152, 169–170, 229
  • fiction 12, 20, 146–147, 150, 195, 208, 214–215
  • fixed layout 33, 47
  • flowed layout 33
  • font tuning 38
  • foreign language classrooms 174

G

  • games 6, 11, 17, 77, 121, 127, 130–131, 152, 166–168, 170, 226
  • gaze fixation 63 ; (see also eye tracking)
  • gender differences 154, 216
  • Generative Theory of Multimedia Learning 188
  • genre 44, 99, 105–106, 141–142, 150
  • gradual release of responsibility 176
  • graphic organiser 195–197
  • grid interface 97

H

  • headings 32, 36, 48, 50, 186, 190, 210
  • heuristic cues 94
  • home literacy (see family)
  • hotspots 167–168, 170, 172
  • hyperlinks 59, 63–64, 67–68, 70–71, 91–97, 107, 129, 186, 191, 217, 227, 231
  • hypermedia 69, 96, 128–129, 132, 186–187, 229
  • hypertext 46, 57, 59, 63–64, 66–69, 74, 79, 91–92, 94–95, 97–98, 100–101, 107, 109–110, 133, 142, 148–149, 156–157, 186, 229

I

  • illustrations 32–33, 36, 44, 47, 127, 167, 195, 231–232
  • immersion 147–150, 153, 157, 230
  • immersive experiences 149, 176
  • indentation 50
  • independent learning 176
  • individual differences x, 4, 63–64, 66, 76, 79, 93, 95, 100, 104, 144, 147, 190, 235
  • individualise 153, 177
  • infant 36, 38–39, 50
  • inferences 66, 74, 96, 98, 147, 151, 196
  • information and communications technology (ICTs) 2
    • ICT curriculum 234
  • information
    • design 31–32, 49
    • processing ix, 61, 108, 188, 198
    • seeking 71–72
  • infrastructure 192, 206, 229, 234
  • instructional
    • design 185–189, 192, 198
    • scaffolds 170
  • interactive vii, viii, 6, 18–20, 34, 49, 57, 78, 131–132, 142, 154, 156, 167–168, 170, 173, 193, 198, 229
  • interest 18, 21, 48, 59, 79–80, 95, 99, 107, 141–143, 145–146, 154, 193, 226
  • intergenerational transmission 6, 14–15
  • inter-letter spacing 63
  • International Association for the Evaluation of Educational Achievement (IEA) 212
  • International Large-Scale Assessment (ILSA) 211
  • Internet vii–ix, 6–11, 16–17, 46, 71–73, 91, 93, 96, 102–106, 122, 125–126, 132–133, 156, 166, 174, 206, 216, 218, 233
    • diffusion 9
    • safety 233
    • search 72, 122
  • iPads 77, 174, 176

K

  • keyword 76, 94–96, 227
    • identification 197
  • KIM study 11
  • Kindle 33, 45–47

A

  • laptops 174
  • learning
    • disabilities 121–124, 126, 128–130, 134, 195
    • goals 177, 187
    • strategies 124, 126, 151–152
  • legibility research 31, 34–37
  • libraries 1, 3, 11, 13, 19–22, 193
  • line
    • length 36, 41, 48, 102, 232
    • spacing 34, 36, 40–41, 46, 125, 133, 231
    • endings 50
  • list interface 97
  • literacy
    • education x, 165, 169
  • instruction 169, 175, 229
  • literary text 145–146
  • log files 107
  • longitudinal studies 4, 157

M

  • mathematical literacy 215–216
  • mathematics 131–132, 174, 193, 211, 216, 218
  • Mayer 99, 101, 127, 129, 167, 188–189, 194
  • media
    • design 231
    • education 2, 8
    • multitasking 72
    • preferences 1–2
    • use 1–3, 7–9, 13, 15–19, 21–23, 190, 207
  • mental representation 65–66, 70, 74, 98–99, 210
  • metacognition 57–60, 67, 70, 73–75, 77, 79, 209
  • metacognitive
    • decisions 102
    • knowledge 74–75, 77
    • monitoring 70, 75–76
    • skills 78, 121–122, 124
    • strategies 67, 74–77
  • monitor 18, 71–72, 175, 191, 209
  • mood 143, 151
  • motivation 8, 12–13, 21, 49, 77, 79, 105, 123, 125, 128, 146, 151, 153, 168–169, 176, 194, 225–226
    • extrinsic 153
  • multi-literacies 169, 177
  • multimodal x, 19, 23, 32, 150, 165, 167–170, 176–177, 208, 211, 213–214, 217
  • multiple
    • information sources 59, 71–73, 91, 99, 154, 186, 229
    • presentation formats 91
    • sensory channels 128
  • multitasking 6, 72, 100

N

  • narrative
    • feelings 146–149
    • text 150, 208
  • national reading assessments 208
  • navigation x, 33, 36, 68–69, 91–98, 100–101, 106–107, 109–111, 133, 169, 210, 217, 219, 228
  • neural networks 61, 122, 144

O

  • Odder schools 174
  • online 2–3, 6–12, 15–17, 23, 59, 66, 71–72, 76, 78, 99, 103, 106, 123–124, 126–127, 129, 134, 142, 176, 185–187, 192, 194, 197, 206, 212–213, 215, 217–218, 230, 233–234
    • reading 71–72, 106, 123–124, 126, 186, 212–213, 215, 230
  • open standards 46
  • Organisation for Economic Co-operation and Development (OECD) 211

P

  • page
    • description language 45
    • format 34, 210
  • paradigm shift viii, 231
  • parental mediation 10, 13, 15–16
  • parent-child interactions 15–16, 171
  • parents (see family)
  • passive style of interaction 174
  • PDF 47, 217, 232
  • peer interactions 4, 170
  • picture books 13, 16, 167
  • pixel resolution 45
  • Plan Ciebal 174
  • play 166
  • policy vii, 2, 8, 22, 24, 79, 165, 169, 175, 177, 225, 228, 231, 233–234
  • pre-alphabetic stage 166
  • pre-school 131, 171
  • previewing 190–191, 198
  • primary school (see School)
  • print vii–x, 3, 5, 16–21, 33–34, 44, 47, 57–60, 62–64, 67–68, 74–75, 101, 122–127, 131, 141–142, 147–150, 153–154, 156, 165–173, 177, 186, 191, 193, 205, 207–209, 211, 217–218, 225–230, 232, 235
    • literacy 165, 168, 173, 177
  • prior knowledge 1, 68, 79, 96–98, 100, 103–104, 152
  • problem space 93, 234
  • professional development 173, 177, 229, 234
  • Programme for International Student Assessment (PISA) 173, 211
  • Progress in International Reading Literacy Study (PIRLS) 211 ; (see also ePIRLS)
  • publishing platform 45

R

  • reading
    • assessment 205–209, 213, 217, 219, 228
    • competence 5, 205–207, 213–214, 217–218
    • comprehension (see text comprehension)
    • development ix, 48, 166, 225–226, 228, 233, 235
    • difficulties (see developmental dyslexia)
    • goals 95, 124, 228, 234
    • intervention 130
    • speed 2, 124
    • strategies x, 15–16, 18, 21, 37, 48, 67, 71, 74–77, 95, 124, 126, 134, 150–152, 171, 177, 185, 187, 190, 192–193, 195–198, 209, 227, 230
  • Reciprocal Teaching 191
  • relevance 36, 60, 66, 74, 79, 93–94, 102–103, 108, 143, 191

S

  • scanning 71–73, 93, 95, 149, 191, 207, 227
  • scenario-based assessment 219
  • school ix, 1–5, 8, 11–14, 17, 19–21, 23, 32, 36, 45, 47, 69, 77, 95, 104, 122, 124–126, 128, 131–132, 134, 154–155, 165, 168–169, 171–177, 185, 196, 205–206, 212–213, 216, 218, 225–226, 228–230, 233–234
    • libraries 1, 3, 20
    • primary 11, 21, 104, 124, 132, 154, 172, 176, 196
  • screen
    • inferiority 75–76, 78, 197
    • time 18, 231
  • scrolling 72, 101–102, 149, 209–211, 213, 219, 228
  • searching 48, 72, 79, 91, 93, 101, 110, 121, 125, 133, 154, 206, 217, 229
  • second language learners 131, 134, 195
  • selection 60, 71, 92–93, 96–97, 107, 172, 190, 209, 214, 233
  • self-efficacy 104–105, 234
  • self-esteem 122
  • semantic organisers 195
  • sequencing 70, 93, 130
  • serif 36, 38, 40, 50
  • shallow processing 57, 76–77, 152, 197
  • skimming (see scanning)
  • social
    • media 15, 102–104, 142, 154–155
    • networks 11, 17, 91, 103–104, 121
  • socioeconomic background 4, 6–7, 14, 17, 167, 216
  • socio-emotional skills 155–156
  • spatial
    • attention 63
    • working memory 68–69
  • special education 176
  • storey 36, 39
  • strategies (see Reading strategies)
  • student engagement 174
  • substitution theory 6, 19
  • summarising 31–32, 47, 76, 195, 197
  • symbols 63, 166, 196

T

  • tablet 32–33, 45, 142, 149–150, 157, 170–177, 229
  • teacher (see educator)
  • teacher education (see professional development)
  • Technology Integration Planning Cycle (TIPC) 175
  • television 1, 3–8, 10–12, 14, 21, 166, 231
  • text
    • comprehension x, 21–22, 36, 48, 57–59, 63–72, 75–78, 91–96, 98–102, 106–111, 122–134, 152, 156, 167–168, 170–171, 175, 187, 190–197, 206–211, 213–214, 217, 219, 226–227, 230, 232
    • length 22, 59, 214, 219
  • text-to-speech 129, 170, 195
  • time displacement hypothesis 11, 13
  • trustworthiness 91, 94, 102–105, 108
  • TV (see television)
  • typography 31–34, 36, 41, 44, 58, 123

U

  • Universal Design for Learning (UDL) 192
  • usability 47, 169

V

  • valence 143–145, 147, 151
  • virtual simulation 193
  • visual
    • attention 59, 61–62, 211
    • crowding 63
  • visuo-spatial skills 69

W

  • web objects 44
  • word spacing 35, 41
  • working memory ix, 57–60, 63–70, 79–80, 95–96, 101–102, 122, 128, 210, 227–228
  • writing 8, 17, 39, 108, 126, 146, 168, 173–175, 177, 193–194, 196–197, 214