Teaching Reading Comprehension in a Digital World

Marian Bruggink has a master’s degree in education and also has experience as a primary school teacher. She has worked at the Dutch Center for Language Education since 2001. She started there in the PIRLS project and has since then contributed to various language and reading research projects. Based on scientific research, she develops educational guidelines and teaching materials for language education. Nicole Swart started working at the Dutch Center for Language Education in 2017 after completing her PhD at the Radboud University in Nijmegen, the Netherlands on the role of vocabulary in reading comprehension in the upper primary grades. Since then, she has participated in various reading comprehension oriented research projects, including PIRLS. Annelies van der Lee finished her master’s degree in Linguistics at Radboud University in Nijmegen, the Netherlands in 2018 and has been working at the Dutch Center for Language Education since then. She has contributed to various projects concerning second language acquisition and education, including a national pilot in bilingual primary education, and is also part of the PIRLS team. Eliane Segers has a chair in Learning and Technology at Radboud University, the Netherlands. Between 2016 and 2022, she had a second chair (via the Reading Foundation) on Reading and Digital Media at the University of Twente, the Netherlands. She is scientific director of the Dutch Center for Language Education, and has conducted several research projects regarding digital reading, and is the senior researcher in the current Dutch PIRLS project.

• Foreword.- Preface.- Acknowledgment.- Chapter 1 Theories of Digital Reading.- Chapter 2 Evidence-Based Didactic Principles for Digital Reading.- Chapter 3 Exploring Digital Reading Using ePIRLS.- Chapter 4 Good Practices for Teaching Reading Comprehension with Digital Text from Three PIRLS Countries.- The Full Storyboard for the ePIRLS Oceans Text.