Publications

Salmerón, L., Altamura, L., Gil, L., Delgado, P., & Vargas, C. (2026). Delayed keyword generation improves secondary students’ metacomprehension of print and digital text / La generación diferida de palabras clave mejora la metacomprensión del texto impreso y digital de los estudiantes de secundaria. Journal for the Study of Education and Development: Infancia y Aprendizaje, 49(1), 55-94. https://doi.org/10.1177/02103702261415691

Mañá, A., Altamura, L., Delgado, P., Gil, L., Romero, M., Serrano-Mendizábal, M., Vargas, C., & Salmerón, L. (2026). Enhancing digital reading comprehension through feedback messages: A large and long-term dynamic approach with secondary school students. Learning and Individual Differences, 125, 102818. https://doi.org/10.1016/j.lindif.2025.102818

Altamura, L., Vargas, C., Naumann, J., & Salmerón, L. (2025). How digital reading habits shape reading motivation and comprehension over time: Longitudinal associations in primary school. Developmental Psychology. Advance online publication. https://doi.org/10.1037/dev0002094

Altamura, L., Vargas, C., Blanco-Gandía, M., & Salmerón, L. (2025). Validation of the multidimensional reading habits instrument for primary school students. Journal for the Study of Education and Development: Infancia y Aprendizaje, 0(0). https://doi.org/10.1177/02103702251381125

Salmerón, L., Altamura, L., Blanco-Gandía, M. C., Mañá, A., Montagud, S., Romero, M., Vargas, C., & Gil, L. (2025). Did screen reading steal children’s focus? Longitudinal associations between reading habits, selective attention and text comprehension. Journal of Research in Reading, 48(2), 175-198. https://doi.org/10.1111/1467-9817.70003

Altamura, L., Vargas, C., & Salmerón, L. (2025). Do New Forms of Reading Pay Off? A Meta-Analysis on the Relationship Between Leisure Digital Reading Habits and Text Comprehension. Review of Educational Research 95(1), 53-88, https://doi.org/10.3102/00346543231216463

Romero, M., Altamura, L., Salmerón, L., & Delgado, P. (2025). Media multitasking reading habits are negatively associated to text comprehension and metacomprehension. Learning and Individual Differences, 117, 102593. https://doi.org/10.1016/j.lindif.2024.102593

Vargas, C., Altamura, L., Blanco-Gandía, M. C., Gil, L., Mañá, A., Montagud, S., & Salmerón, L. (2024). Print and digital reading habits and comprehension in children with and without special education needs. Research in Developmental Disabilities, 146, 104675. https://doi.org/10.1016/j.ridd.2024.104675

Salmerón, L., Altamura, L., Delgado, P., Karagiorgi, A., & Vargas, C. (2024). Reading comprehension on handheld devices versus on paper: A narrative review and meta-analysis of the medium effect and its moderators. Journal of Educational Psychology, 116(2), 153–172. https://doi.org/10.1037/edu0000830

Altamura, L., Salmerón, L., & Kammerer, Y. (2022). Instant messaging multitasking while reading: a pilot eye-tracking study. In 2022 Symposium on Eye Tracking Research and Applications (pp. 1-6). https://doi.org/10.1145/3517031.3529237

Salmerón, L., Altamura, L., Blanco-Gandia, M. C., Montagud, S., & Vargas, C. (2022). Validation of a reading comprehension efficiency test for Spanish university students. Psicologica, 43(2), e14809. https://doi.org/10.20350/digitalCSIC/14809

Delgado, P., Anmarkrud, Ø., Avila, V., Altamura, L., Chireac, S. M., Pérez, A., & Salmerón, L. (2022). Learning from text and video blogs: comprehension effects on secondary school students. Education and Information Technologies, 27(4), 5249-5275. https://doi.org/10.1007/s10639-021-10819-2

Book chapters

Salmerón, L., Altamura, L., Gil, L., & Mañá, A. (2024). Design of effective digital reading comprehension environments. In A. Gegenfurtner & I. Kollar (Eds.), Designing effective digital learning environments (1st ed., pp. 24–38). Routledge. https://doi.org/10.4324/9781003386131