Cognitive processes during reading: Implications for the use of multimedia to foster reading comprehension

Paul Van den Broek, Panayiota Kendeou, Mary Jane White

Research output: Chapter in Book/Report/Conference proceedingChapter

17 Scopus citations

Abstract

The ability to read and comprehend texts is critical for successful functioning in society as well as for lifelong learning. Despite enormous efforts by researchers, educators, and policymakers, many children struggle to learn to read. In the United States, over one-third of fourth grade students and onequarter of eighth grade students cannot read at a basic level (National Center for Education Statistics (NCES), 2005). These reading difficulties often persist into adulthood: approximately 23% of U.S. adults meet only basic reading proficiency levels (NCES, 2004). In Canada, although the average performance of students on measures of reading tends to be in the upper quartile (Coulombe, Tremblay, & Marchand, 2004), approximately 30% of all students tested every year perform well below their grade level. Similar situations are described in other countries, including in Europe. For example, in the Netherlands, where reading achievement tends to be near the top amongst European countries (Mullis, Martin, Gonzalez, & Kennedy, 2001), 10-15% of Group 6 (equivalent to fourth grade in the USA) children do not have adequate reading skills (Verhoeven, Biemond, Gijsel, & Netten, 2007).

Original languageEnglish (US)
Title of host publicationMultimedia and Literacy Development
Subtitle of host publicationImproving Achievement for Young Learners
PublisherTaylor and Francis
Pages57-73
Number of pages17
ISBN (Electronic)0203892151, 9781135859909
ISBN (Print)041598842X, 9780415988421
DOIs
StatePublished - Jan 1 2014

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