{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,31]],"date-time":"2026-10-31T02:26:57Z","timestamp":1793413617326,"version":"4.5.0"},"reference-count":64,"publisher":"Springer Science and Business Media LLC","issue":"2","license":[{"start":{"date-parts":[[2021,11,19]],"date-time":"2021-11-19T00:00:00Z","timestamp":1637280000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2021,11,19]],"date-time":"2021-11-19T00:00:00Z","timestamp":1637280000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Ann. of Dyslexia"],"published-print":{"date-parts":[[2022,7]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>The use of adequate reading comprehension strategies is important to read efficiently. Students with dyslexia not only read slower and less accurately, they also use fewer reading comprehension strategies. To compensate for their decoding problems, they often receive audio-support (narration written text). However, audio-support linearly guides readers from beginning to end through texts, possibly hindering the use of reading comprehension strategies in expository texts and negatively impacting reading time and reading comprehension performance. We examined to what extent audio-support affects reading comprehension strategies, reading times, and reading comprehension performance in 21 secondary school students with dyslexia and 22 typically developing controls. Participants were provided with three types of assignments (summarizing, open-ended questions, statement questions) in each condition (written text with and without audio-support). SMI RED-500 eye tracker captured eye movements during reading. The standard deviation of the weighted fixation duration times on the three paragraphs was considered indicative of the disparity of readers\u2019 attention within the text. Following a discrimination based on experts\u2019 reading behavior and hand-coded validation, these scores visualized whether students used the intensive reading strategy (reading whole text) or selective reading strategy (focusing on part of the text). In open-ended assignments, students divided their attention more over the whole text instead of focusing on one specific part when audio was added. In addition, audio-support increased reading time in students with and without dyslexia in most tasks, while in neither of the tasks audio-support affected reading comprehension performance. Audio-support impacts reading comprehension strategy and reading time in all students.<\/jats:p>","DOI":"10.1007\/s11881-021-00246-w","type":"journal-article","created":{"date-parts":[[2021,11,19]],"date-time":"2021-11-19T11:02:41Z","timestamp":1637319761000},"page":"341-360","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":20,"title":["The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia"],"prefix":"10.1007","volume":"72","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3666-8577","authenticated-orcid":false,"given":"C. A. N.","family":"Knoop-van Campen","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"D.","family":"ter Doest","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"L.","family":"Verhoeven","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"E.","family":"Segers","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2021,11,19]]},"reference":[{"issue":"5","key":"246_CR1","doi-asserted-by":"publisher","first-page":"364","DOI":"10.1598\/RT.61.5.1","volume":"61","author":"P Afflerbach","year":"2008","unstructured":"Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364\u2013373. https:\/\/doi.org\/10.1598\/RT.61.5.1","journal-title":"The Reading Teacher"},{"issue":"2","key":"246_CR2","first-page":"283","volume":"8","author":"D Anastasiou","year":"2009","unstructured":"Anastasiou, D., & Griva, E. (2009). Awareness of reading strategy use and reading comprehension among poor and good readers. Elementary Education Online, 8(2), 283\u2013297.","journal-title":"Elementary Education Online"},{"issue":"9","key":"246_CR3","doi-asserted-by":"publisher","first-page":"1891","DOI":"10.1007\/s11145-017-9758-9","volume":"30","author":"R Andreassen","year":"2017","unstructured":"Andreassen, R., Jensen, M. S., & Br\u00e5ten, I. (2017). Investigating self-regulated study strategies among postsecondary students with and without dyslexia: A diary method study. Reading and Writing, 30(9), 1891\u20131916. https:\/\/doi.org\/10.1007\/s11145-017-9758-9","journal-title":"Reading and Writing"},{"key":"246_CR4","unstructured":"Blomert, L. (2005). Dyslexie in Nederland. Uitgeverij Nieuwezijds."},{"issue":"2","key":"246_CR5","doi-asserted-by":"publisher","first-page":"166","DOI":"10.1080\/10573560903123684","volume":"26","author":"I Br\u00e5ten","year":"2010","unstructured":"Br\u00e5ten, I., Amundsen, A., & Samuelstuen, M. S. (2010). Poor readers\u2014good learners: A study of dyslexic readers learning with and without text. Reading & Writing Quarterly, 26(2), 166\u2013187. https:\/\/doi.org\/10.1080\/10573560903123684","journal-title":"Reading & Writing Quarterly"},{"key":"246_CR6","volume-title":"E\u00e9n-minuut-test: Vorm A en B: Verantwoording en Handleiding: Schoolvorderingentest voor de Technische Leesvaardigheid, Bestemd voor Groep 4 tot en met 8 van het Basisonderwijs","author":"BT Brus","year":"1999","unstructured":"Brus, B. T., & Voeten, M. J. M. (1999). E\u00e9n-minuut-test: Vorm A en B: Verantwoording en Handleiding: Schoolvorderingentest voor de Technische Leesvaardigheid, Bestemd voor Groep 4 tot en met 8 van het Basisonderwijs. Swets & Zeitlinger."},{"issue":"1","key":"246_CR7","doi-asserted-by":"publisher","first-page":"5","DOI":"10.1023\/A:1013176309260","volume":"14","author":"RN Carney","year":"2002","unstructured":"Carney, R. N., & Levin, J. R. (2002). Pictorial illustrations still improve students\u2019 learning from text. Educational Psychology Review, 14(1), 5\u201326.","journal-title":"Educational Psychology Review"},{"issue":"3","key":"246_CR8","doi-asserted-by":"publisher","first-page":"210","DOI":"10.1177\/0022219412449423","volume":"46","author":"S Casalis","year":"2013","unstructured":"Casalis, S., Leuwers, C., & Hilton, H. (2013). Syntactic comprehension in reading and listening: A study with French children with dyslexia. Journal of Learning Disabilities, 46(3), 210\u2013219. https:\/\/doi.org\/10.1177\/0022219412449423","journal-title":"Journal of Learning Disabilities"},{"key":"246_CR9","doi-asserted-by":"publisher","first-page":"40","DOI":"10.1080\/02687038.2018.1489119","volume":"32","author":"A Caute","year":"2018","unstructured":"Caute, A., Cruice, M., Marshall, J., Monnelly, K., Wilson, S., & Woolf, C. (2018). Assistive technology approaches to reading therapy for people with acquired dyslexia. Aphasiology, 32, 40\u201342.","journal-title":"Aphasiology"},{"issue":"1","key":"246_CR10","doi-asserted-by":"publisher","first-page":"34","DOI":"10.1177\/0022219415588850","volume":"50","author":"TM Chevalier","year":"2017","unstructured":"Chevalier, T. M., Parrila, R., Ritchie, K. C., & Deacon, S. H. (2017). The role of metacognitive reading strategies, metacognitive study and learning strategies, and behavioral study and learning strategies in predicting academic success in students with and without a history of reading difficulties. Journal of Learning Disabilities, 50(1), 34\u201348. https:\/\/doi.org\/10.1177\/0022219415588850","journal-title":"Journal of Learning Disabilities"},{"issue":"3","key":"246_CR11","doi-asserted-by":"publisher","first-page":"617","DOI":"10.1006\/brln.2001.2637","volume":"80","author":"M De Luca","year":"2002","unstructured":"De Luca, M., Borrelli, M., Judica, A., Spinelli, D., & Zoccolotti, P. (2002). Reading words and pseudowords: An eye movement study of developmental dyslexia. Brain and Language, 80(3), 617\u2013626. https:\/\/doi.org\/10.1006\/brln.2001.2637","journal-title":"Brain and Language"},{"issue":"2","key":"246_CR12","doi-asserted-by":"publisher","first-page":"105","DOI":"10.1080\/17483100601178492","volume":"2","author":"EA Draffan","year":"2007","unstructured":"Draffan, E. A., Evans, D. G., & Blenkhorn, P. (2007). Use of assistive technology by students with dyslexia in post-secondary education. Disability and Rehabilitation Assistive Technology, 2(2), 105\u2013116.","journal-title":"Disability and Rehabilitation Assistive Technology"},{"key":"246_CR13","doi-asserted-by":"crossref","unstructured":"Duggan, G. B., & Payne, S. J. (2011, May). Skim reading by satisficing: evidence from eye tracking. In\u00a0Proceedings of the SIGCHI conference on human factors in computing systems\u00a0(pp. 1141\u20131150).","DOI":"10.1145\/1978942.1979114"},{"issue":"3","key":"246_CR14","doi-asserted-by":"publisher","first-page":"677","DOI":"10.1016\/j.compedu.2005.11.010","volume":"49","author":"Q Dunsworth","year":"2007","unstructured":"Dunsworth, Q., & Atkinson, R. K. (2007). Fostering multimedia learning of science: Exploring the role of an animated agent\u2019s image. Computers & Education, 49(3), 677\u2013690.","journal-title":"Computers & Education"},{"key":"246_CR15","volume-title":"Discovering statistics using IBM SPSS statistics","author":"A Field","year":"2013","unstructured":"Field, A. (2013). Discovering statistics using IBM SPSS statistics. SAGE Publishing."},{"key":"246_CR16","doi-asserted-by":"publisher","first-page":"74","DOI":"10.1016\/j.csl.2017.07.003","volume":"47","author":"E Gerbier","year":"2018","unstructured":"Gerbier, E., Bailly, G., & Bosse, M. L. (2018). Audio\u2013visual synchronization in reading while listening to texts: Effects on visual behavior and verbal learning. Computer Speech & Language, 47, 74\u201392. https:\/\/doi.org\/10.1016\/j.csl.2017.07.003.","journal-title":"Computer Speech & Language"},{"key":"246_CR17","unstructured":"Ghesqui\u00e8re, P., Boets, B., Gadeyne, E., & Vandewalle, E. (2011). Dyslexie: een beknopt wetenschappelijk overzicht. Jongvolwassenen met dyslexie: Diagnostiek en begeleiding in wetenschap en praktijk, 41\u201354."},{"key":"246_CR18","volume-title":"Measuring and understanding online reading behaviors of people with dyslexia","author":"M Grusky","year":"2020","unstructured":"Grusky, M., Taft, J., Naaman, M., & Azenkot, S. (2020). Measuring and understanding online reading behaviors of people with dyslexia. Cornell Tech."},{"issue":"3\u20134","key":"246_CR19","doi-asserted-by":"publisher","first-page":"279","DOI":"10.1080\/00461520.1987.9653053","volume":"22","author":"JT Guthrie","year":"1987","unstructured":"Guthrie, J. T., & Mosenthal, P. (1987). Literacy as multidimensional: Locating information and reading comprehension. Educational Psychologist, 22(3\u20134), 279\u2013297. https:\/\/doi.org\/10.1080\/00461520.1987.9653053","journal-title":"Educational Psychologist"},{"issue":"1","key":"246_CR20","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1002\/meet.2008.1450450249","volume":"45","author":"J Gwizdka","year":"2008","unstructured":"Gwizdka, J. (2008). Revisiting search task difficulty: Behavioral and individual difference measures. Proceedings of the American Society for Information Science and Technology, 45(1), 1\u201312.","journal-title":"Proceedings of the American Society for Information Science and Technology"},{"issue":"5","key":"246_CR21","doi-asserted-by":"publisher","first-page":"815","DOI":"10.1037\/0278-7393.15.5.815","volume":"15","author":"KF Haberlandt","year":"1989","unstructured":"Haberlandt, K. F., Graesser, A. C., & Schneider, N. J. (1989). Reading strategies of fast and slow readers. Journal of Experimental Psychology: Learning Memory, and Cognition, 15(5), 815\u2013823. https:\/\/doi.org\/10.1037\/0278-7393.15.5.815","journal-title":"Journal of Experimental Psychology: Learning Memory, and Cognition"},{"issue":"8432","key":"246_CR22","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1038\/srep08432","volume":"5","author":"S Hawelka","year":"2015","unstructured":"Hawelka, S., Schuster, S., Gagl, B., & Hutzler, F. (2015). On forward inferences of fast and slow readers. An eye movement study. Scientific Reports, 5(8432), 1\u20138. https:\/\/doi.org\/10.1038\/srep08432","journal-title":"Scientific Reports"},{"issue":"2","key":"246_CR23","doi-asserted-by":"publisher","first-page":"127","DOI":"10.1007\/BF00401799","volume":"2","author":"WA Hoover","year":"1990","unstructured":"Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2(2), 127\u2013160. https:\/\/doi.org\/10.1007\/BF00401799","journal-title":"Reading and Writing: An Interdisciplinary Journal"},{"issue":"1","key":"246_CR24","doi-asserted-by":"publisher","first-page":"235","DOI":"10.1016\/S0093-934X(03)00401-2","volume":"89","author":"F Hutzler","year":"2004","unstructured":"Hutzler, F., & Wimmer, H. (2004). Eye movements of dyslexic children when reading in a regular orthography. Brain and Language, 89(1), 235\u2013242. https:\/\/doi.org\/10.1016\/S0093-934X(03)00401-2","journal-title":"Brain and Language"},{"key":"246_CR25","unstructured":"Kachergis, G., Kielstra, J., Bokkers, L., Persad, B., & Molenaar, I. (2018). Detecting reading strategies during task-oriented reading: Building an automated classifier. In Proceedings of the 8th Workshop on Personalization Approaches in Learning Environments (PALE 2018). Kravcik, M., Santos, OC, Boticario, JG, Bielikova, M., Horvath, T. and Torre I. (Eds.). 19th International Conference on Artificial Intelligence in Education (AIED 2018), CEUR workshop proceedings, this volume."},{"issue":"2","key":"246_CR26","doi-asserted-by":"publisher","first-page":"125","DOI":"10.1080\/17501229.2012.726223","volume":"7","author":"MB Karimi","year":"2013","unstructured":"Karimi, M. B., & Shabani, M. B. (2013). Comparing the strategic behavior of more successful vs. less successful readers of multiple technical reading texts. Innovation in Language Learning and Teaching, 7(2), 125\u2013138. https:\/\/doi.org\/10.1080\/17501229.2012.726223","journal-title":"Innovation in Language Learning and Teaching"},{"issue":"6","key":"246_CR27","doi-asserted-by":"publisher","first-page":"877","DOI":"10.4304\/tpls.3.6.877-884","volume":"3","author":"GB Katalayi","year":"2013","unstructured":"Katalayi, G. B., & Sivasubramaniam, S. (2013). Careful reading versus expeditious reading: Investigating the construct validity of a multiple-choice reading test. Theory and Practice in Language Studies, 3(6), 877\u2013884. https:\/\/doi.org\/10.4304\/tpls.3.6.877-884","journal-title":"Theory and Practice in Language Studies"},{"issue":"2","key":"246_CR28","doi-asserted-by":"publisher","first-page":"125","DOI":"10.1177\/0022219412439326","volume":"47","author":"JM Keenan","year":"2014","unstructured":"Keenan, J. M., & Meenan, C. E. (2014). Test differences in diagnosing reading comprehension deficits. Journal of Learning Disabilities, 47(2), 125\u2013135. https:\/\/doi.org\/10.1177\/0022219412439326","journal-title":"Journal of Learning Disabilities"},{"issue":"1","key":"246_CR29","doi-asserted-by":"publisher","first-page":"85","DOI":"10.1177\/0022219407311040","volume":"41","author":"JR Kirby","year":"2008","unstructured":"Kirby, J. R., Silvestri, R., Allingham, B. H., Parrila, R., & La Fave, C. B. (2008). Learning strategies and study approaches of postsecondary students with dyslexia. Journal of Learning Disabilities, 41(1), 85\u201396. https:\/\/doi.org\/10.1177\/0022219407311040","journal-title":"Journal of Learning Disabilities"},{"key":"246_CR30","doi-asserted-by":"crossref","unstructured":"Knoop\u2010van Campen, C. A. N., Segers, E., & Verhoeven, L. (2018). The modality and redundancy effects in multimedia learning in children with dyslexia. Dyslexia, 24(2), 140\u2013155.","DOI":"10.1002\/dys.1585"},{"key":"246_CR31","doi-asserted-by":"crossref","unstructured":"Knoop-van Campen, C. A. N, Segers, E., & Verhoeven, L. (2019). Modality and redundancy effects, and their relation to executive functioning in children with dyslexia. Research in developmental disabilities, 90, 41\u201350.","DOI":"10.1016\/j.ridd.2019.04.007"},{"key":"246_CR32","doi-asserted-by":"crossref","unstructured":"Knoop-van Campen, C. A. N., Segers, E, & Verhoeven, L. (2020). Effects of audio support on multimedia learning processes and outcomes in students with dyslexia. Computers & Education, 150, 103858.","DOI":"10.1016\/j.compedu.2020.103858"},{"issue":"12","key":"246_CR33","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1167\/17.12.2","volume":"17","author":"EM Kok","year":"2017","unstructured":"Kok, E. M., Aizenman, A. M., V\u00f5, M.L.-H., & Wolfe, J. M. (2017). Even if I showed you where you looked, remembering where you just looked is hard. Journal of Vision, 17(12), 1\u201311. https:\/\/doi.org\/10.1167\/17.12.2","journal-title":"Journal of Vision"},{"issue":"3","key":"246_CR34","first-page":"25","volume":"1","author":"KSD Krishnan","year":"2011","unstructured":"Krishnan, K. S. D. (2011). Careful versus expeditious reading: The case of the IELTS reading test. Academic Research International, 1(3), 25\u201335.","journal-title":"Academic Research International"},{"issue":"2","key":"246_CR35","doi-asserted-by":"publisher","first-page":"169","DOI":"10.1002\/trtr.1371","volume":"69","author":"LC Larson","year":"2015","unstructured":"Larson, L. C. (2015). E-books and audiobook: Extending the digital reading experience. The Reading Teacher, 69(2), 169\u2013177.","journal-title":"The Reading Teacher"},{"issue":"2","key":"246_CR36","doi-asserted-by":"publisher","first-page":"177","DOI":"10.1111\/1467-9817.00195","volume":"26","author":"KL Lau","year":"2003","unstructured":"Lau, K. L., & Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26(2), 177\u2013190. https:\/\/doi.org\/10.1111\/1467-9817.00195","journal-title":"Journal of Research in Reading"},{"issue":"3","key":"246_CR37","doi-asserted-by":"publisher","first-page":"153","DOI":"10.5539\/ies.v3n3p153","volume":"3","author":"F Liu","year":"2010","unstructured":"Liu, F. (2010). Reading abilities and strategies: A short introduction. International Education Studies, 3(3), 153\u2013157. https:\/\/doi.org\/10.5539\/ies.v3n3p153","journal-title":"International Education Studies"},{"key":"246_CR38","doi-asserted-by":"publisher","first-page":"237","DOI":"10.1016\/j.compedu.2014.05.011","volume":"78","author":"PL Liu","year":"2014","unstructured":"Liu, P. L. (2014). Using eye tracking to understand learners\u2019 reading process through the concept-mapping learning strategy. Computers & Education, 78, 237\u2013249.","journal-title":"Computers & Education"},{"issue":"1","key":"246_CR39","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1007\/s11881-003-0001-9","volume":"53","author":"GR Lyon","year":"2003","unstructured":"Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia: Part I defining dyslexia, comorbidity, teachers\u2019 knowledge of language and reading. Annals of Dyslexia, 53(1), 1\u201314. https:\/\/doi.org\/10.1007\/s11881-003-0001-9","journal-title":"Annals of Dyslexia"},{"key":"246_CR40","doi-asserted-by":"publisher","first-page":"817","DOI":"10.1016\/j.sbspro.2012.05.205","volume":"46","author":"P Manoli","year":"2012","unstructured":"Manoli, P., & Papadopoulou, M. (2012). Reading strategies versus reading skills: Two faces of the same coin. Procedia - Social and Behavioral Sciences, 46, 817\u2013821. https:\/\/doi.org\/10.1016\/j.sbspro.2012.05.205","journal-title":"Procedia - Social and Behavioral Sciences"},{"key":"246_CR41","volume-title":"Cognitive theory of multimedia learning","author":"RE Mayer","year":"2005","unstructured":"Mayer, R. E. (2005). Cognitive theory of multimedia learning (Vol. 43). Cambridge University Press."},{"issue":"2","key":"246_CR42","doi-asserted-by":"publisher","first-page":"3","DOI":"10.2307\/23317408","volume":"22","author":"R Murnane","year":"2012","unstructured":"Murnane, R., Sawhill, I., & Snow, C. (2012). Literacy challenges for the twenty-first century: Introducing the issue. The Future of Children, 22(2), 3\u201315. https:\/\/doi.org\/10.2307\/23317408","journal-title":"The Future of Children"},{"key":"246_CR43","doi-asserted-by":"publisher","first-page":"1215","DOI":"10.1007\/s10648-018-9445-7","volume":"30","author":"M Okkinga","year":"2018","unstructured":"Okkinga, M., van Steensel, R., van Gelderen, A. J., van Schooten, E., Sleegers, P. J., & Arends, L. R. (2018). Effectiveness of reading-strategy interventions in whole classrooms: A meta-analysis. Educational Psychology Review, 30, 1215\u20131239. https:\/\/doi.org\/10.1007\/s10648-018-9445-7","journal-title":"Educational Psychology Review"},{"issue":"9","key":"246_CR44","doi-asserted-by":"publisher","first-page":"1344","DOI":"10.1177\/0956797619862276","volume":"30","author":"T O\u2019Reilly","year":"2019","unstructured":"O\u2019Reilly, T., Wang, Z., & Sabatini, J. (2019). How much knowledge is too little? When a lack of knowledge becomes a barrier to comprehension. Psychological Science, 30(9), 1344\u20131351.","journal-title":"Psychological Science"},{"issue":"1","key":"246_CR45","doi-asserted-by":"publisher","first-page":"76","DOI":"10.14786\/flr.v8i1.473","volume":"8","author":"C Paans","year":"2020","unstructured":"Paans, C., Molenaar, I., Segers, E., & Verhoeven, L. (2020). Children\u2019s macro-level navigation patterns in hypermedia and their relation with task structure and learning outcomes. Frontline Learning Research, 8(1), 76\u201395. https:\/\/doi.org\/10.14786\/flr.v8i1.473","journal-title":"Frontline Learning Research"},{"key":"246_CR46","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1207\/S15326985EP3801_1","volume":"38","author":"F Paas","year":"2003","unstructured":"Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1\u20134.","journal-title":"Educational Psychologist"},{"issue":"1","key":"246_CR47","doi-asserted-by":"publisher","first-page":"22","DOI":"10.1080\/10888438.2013.827687","volume":"18","author":"C Perfetti","year":"2014","unstructured":"Perfetti, C., & Stafura, J. (2014). Word Knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22\u201337. https:\/\/doi.org\/10.1080\/10888438.2013.827687","journal-title":"Scientific Studies of Reading"},{"issue":"4","key":"246_CR48","doi-asserted-by":"publisher","first-page":"415","DOI":"10.1080\/08856250600956311","volume":"21","author":"F Polychroni","year":"2006","unstructured":"Polychroni, F., Koukoura, K., & Anagnostou, I. (2006). Academic self-concept, reading attitudes and approaches to learning of children with dyslexia: Do they differ from their peers? European Journal of Special Needs Education, 21(4), 415\u2013430. https:\/\/doi.org\/10.1080\/08856250600956311","journal-title":"European Journal of Special Needs Education"},{"key":"246_CR49","unstructured":"Rahman, F. A., Mokhtar, F., Allas, N. A., & Umar, R. S. (2010). Interactive multimedia learning object (IMLO) for dyslextic children. 34thannual, 199."},{"issue":"4","key":"246_CR50","doi-asserted-by":"publisher","first-page":"81","DOI":"10.11648\/j.sjedu.20190704.11","volume":"7","author":"J Roitsch","year":"2019","unstructured":"Roitsch, J., & Watson, S. (2019). An overview of dyslexia: definition, characteristics, assessment, identification, and intervention. Education Journal, 7(4), 81\u201386. https:\/\/doi.org\/10.11648\/j.sjedu.20190704.11","journal-title":"Education Journal"},{"issue":"3","key":"246_CR51","doi-asserted-by":"publisher","first-page":"222","DOI":"10.1111\/jcal.12152","volume":"33","author":"L Salmer\u00f3n","year":"2017","unstructured":"Salmer\u00f3n, L., Naumann, J., Garc\u00eda, V., & Fajardo, I. (2017). Scanning and deep processing of information in hypertext: An eye tracking and cued retrospective think-aloud study. Journal of Computer Assisted Learning, 33(3), 222\u2013233. https:\/\/doi.org\/10.1111\/jcal.12152","journal-title":"Journal of Computer Assisted Learning"},{"issue":"3","key":"246_CR52","doi-asserted-by":"publisher","first-page":"34","DOI":"10.4018\/jicte.2011070104","volume":"7","author":"MS Sidhu","year":"2011","unstructured":"Sidhu, M. S., & Mazura, E. (2011). An effective conceptual multisensory multimedia model to support dyslexic children in learning. International Journal of Information and Communication Technology Education, 7(3), 34\u201350.","journal-title":"International Journal of Information and Communication Technology Education"},{"issue":"4","key":"246_CR53","doi-asserted-by":"publisher","first-page":"314","DOI":"10.1002\/dys.352","volume":"14","author":"E Singer","year":"2007","unstructured":"Singer, E. (2007). Coping with academic failure, a study of Dutch children with dyslexia. Dyslexia, 14(4), 314\u2013333. https:\/\/doi.org\/10.1002\/dys.352","journal-title":"Dyslexia"},{"issue":"1","key":"246_CR54","first-page":"1","volume":"1","author":"M Singhal","year":"2001","unstructured":"Singhal, M. (2001). Reading proficiency, reading strategies, metacognitive awareness and L2 readers. The Reading Matrix, 1(1), 1\u201323.","journal-title":"The Reading Matrix"},{"issue":"1","key":"246_CR55","doi-asserted-by":"publisher","first-page":"53","DOI":"10.2307\/747204","volume":"3","author":"H Smith","year":"1967","unstructured":"Smith, H. (1967). The responses of good and poor readers when asked to read for different purposes. Reading Research Quarterly, 3(1), 53\u201383. https:\/\/doi.org\/10.2307\/747204","journal-title":"Reading Research Quarterly"},{"key":"246_CR56","unstructured":"Smythe, I. (2005). Provision and use of information technology with dyslexic students in university in Europe (EU-funded Welsh Dyslexia Project).\u00a0http:\/\/eprints.soton.ac.uk\/264151\/1\/The_Book.pdf. Accessed\u00a0June 2021."},{"key":"246_CR57","volume-title":"Reading for understanding: Toward a research and development program in reading comprehension","author":"CE Snow","year":"2002","unstructured":"Snow, C. E. (2002). Reading for understanding: Toward a research and development program in reading comprehension. RAND."},{"key":"246_CR58","unstructured":"Svendsen, H. (2016). Ph.d. afhandling: Teknologibaseret l\u2000sning og skrivning i folkeskolen. Aarhus Universitet."},{"key":"246_CR59","volume-title":"Reading in a second language: process, product and practice","author":"S Urquhart","year":"1998","unstructured":"Urquhart, S., & Weir, C. (1998). Reading in a second language: process, product and practice. Pearson Education Limited."},{"key":"246_CR60","unstructured":"Van den Bos, K. P., Lutje Spelberg, H. C., Scheepsma, A., & Vries, J., de, (1994). De Klepel. Vorm A en B. Een test voor de Leesvaardigheid van Pseudowoorden. Verantwoording, Handleiding, Diagnostiek en Behandeling. Berkhout."},{"key":"246_CR61","doi-asserted-by":"publisher","first-page":"143","DOI":"10.1007\/978-1-4419-5546-3_10","volume-title":"International Handbook of Metacognition and Learning Technologies","author":"T Van Gog","year":"2013","unstructured":"Van Gog, T., & Jarodzka, H. (2013). Eye tracking as a tool to study and enhance cognitive and metacognitive processes in computer-based learning environments. In R. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 143\u2013156). Springer. https:\/\/doi.org\/10.1007\/978-1-4419-5546-3_10"},{"issue":"10","key":"246_CR62","doi-asserted-by":"publisher","first-page":"1477","DOI":"10.1037\/xhp0000264","volume":"42","author":"MLH V\u00f5","year":"2016","unstructured":"V\u00f5, M. L. H., Aizenman, A. M., & Wolfe, J. M. (2016). You think you know where you looked? You better look again. Journal of Experimental Psychology: Human Perception and Performance, 42(10), 1477\u20131481. https:\/\/doi.org\/10.1037\/xhp0000264","journal-title":"Journal of Experimental Psychology: Human Perception and Performance"},{"issue":"3","key":"246_CR63","doi-asserted-by":"publisher","first-page":"211","DOI":"10.1207\/S1532799XSSR0503_2","volume":"5","author":"M Wolf","year":"2001","unstructured":"Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211\u2013239. https:\/\/doi.org\/10.1207\/S1532799XSSR0503_2","journal-title":"Scientific Studies of Reading"},{"issue":"1","key":"246_CR64","doi-asserted-by":"publisher","first-page":"73","DOI":"10.1177\/0022219416688170","volume":"51","author":"SG Wood","year":"2018","unstructured":"Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A Meta-Analysis. Journal of Learning Disabilities, 51(1), 73\u201384. https:\/\/doi.org\/10.1177\/0022219416688170","journal-title":"Journal of Learning Disabilities"}],"container-title":["Annals of Dyslexia"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11881-021-00246-w.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s11881-021-00246-w\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11881-021-00246-w.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2022,6,10]],"date-time":"2022-06-10T12:31:07Z","timestamp":1654864267000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s11881-021-00246-w"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021,11,19]]},"references-count":64,"journal-issue":{"issue":"2","published-print":{"date-parts":[[2022,7]]}},"alternative-id":["246"],"URL":"https:\/\/doi.org\/10.1007\/s11881-021-00246-w","relation":{},"ISSN":["0736-9387","1934-7243"],"issn-type":[{"value":"0736-9387","type":"print"},{"value":"1934-7243","type":"electronic"}],"subject":[],"published":{"date-parts":[[2021,11,19]]},"assertion":[{"value":"31 January 2021","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"20 October 2021","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"19 November 2021","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}}]}}