References
[1] Abdelhadi, S., Ibrahim, R., & Eviatar, Z. (2011). Perceptual Load in the Reading of Arabic: Effects of Orthographic Visual Complexity on Detection. Writing Systems Research, 3, 117-127.
http://dx.doi.org/10.1093/wsr/wsr014
[2] Adams, B. C., Bell, L. C., & Perfetti, C. A. (1995). A Trading Relationship between Reading Skill and Domain Knowledge in Children’s Text Comprehension. Discourse Processes, 20, 307-323.
http://dx.doi.org/10.1080/01638539509544943
[3] Alexander, P. A., Kulikowich, J. M., & Schulze, S. K. (1994). The Influence of Topic Knowledge, Domain Knowledge, and Interest on the Comprehension of Scientific Exposition. Learning and Individual Differences, 6, 379-397.
http://dx.doi.org/10.1016/1041-6080(94)90001-9
[4] Anderson-Inman L., & Homey M. A. (2007). Supported eText: Assistive Technology through Text Transformations. Reading Research Quarterly, 42, 153-160.
http://dx.doi.org/10.1598/RRQ.42.1.8
[5] Askwall, S. (1985). Computer Supported Reading vs Reading Text on Paper: A Comparison of Two Reading Situations. International Journal of Man-Machine Studies, 22, 425-439.
http://dx.doi.org/10.1016/S0020-7373(85)80048-1
[6] Ayari, S. (1996). Diglossia and Illiteracy in the Arab World. Language, Culture and Curriculum, 9, 243-253.
http://dx.doi.org/10.1080/07908319609525233
[7] Beck, I. L., McKeown, M. G., Sinatra, G. M., & Loxterman, J. A. (1991). Revising Social Studies Text from a Text- Processing Perspective: Evidence of Improved Comprehensibility. Reading Research Quarterly, 26, 251-276.
http://dx.doi.org/10.2307/747763
[8] Berman, R. A., & Katzenberger, I. (2004). Form and Function in Introducing Narrative and Expository Texts: A Developmental Perspective. Discourse Processes, 38, 57-94.
http://dx.doi.org/10.1207/s15326950dp3801_3
[9] Blok, H., Oostdam, R., Otter, M. E., & Overmaat, M. (2002). Computer-Assisted Instruction in Support of Beginning Reading Instruction: A Review. Review of Educational Research, 72, 101-130.
http://dx.doi.org/10.3102/00346543072001101
[10] Cammack, D. W. (2002). Literacy, Technology, and a Room of Her Own: Analyzing Adolescent Girls’ Online Conversations from Historical and Technological Literacy Perspectives. In D. Schallert, C. Fairbanks, J. Worthy, B. Maloch, & J. Hoffman (Eds.), Fifty-First Yearbook of the National Reading Conference (pp. 129-141). Chicago: National Reading Conference.
[11] Cobb, J. B. (2001). The Effects of an Early Intervention Program with Preservice Teachers as Tutors on the Reading Achievement of Primary Grade at Risk Children. Reading Horizons, 41, 155-173.
[12] Coiro, J., & Dobler, E. (2007). Reading Comprehension on the Internet: Exploring the Online Comprehension Strategies Used by Sixth-Grade Skilled Readers to Search for and Locate Information on the Internet. Reading Research Quarterly, 42, 214-257.
http://dx.doi.org/10.1598/RRQ.42.2.2
[13] DeStefano, D., & LeFevre, J. A. (2007). Cognitive Load in Hypertext Reading: A Review. Computers in Human Behavior, 23, 1616-1641.
http://dx.doi.org/10.1016/j.chb.2005.08.012
[14] Dillon, A. (1992). Reading from Paper versus Screens: A Critical Review of the Empirical Literature. Ergonomics, 35, 1297- 1326.
http://dx.doi.org/10.1080/00140139208967394
[15] Elbro, C., Rasmussen, I., & Spelling, B. (1996). Teaching Reading to Disabled Readers with Language Disorders: A Controlled Evaluation of Synthetic Speech Feedback. Scandinavian Journal of Psychology, 37, 140-155.
http://dx.doi.org/10.1111/j.1467-9450.1996.tb00647.x
[16] Ellis, E. S., & Worthington, L. A. (1994). Executive Summary of Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators. Eugene, OR: National Center to Improve the Tools of Educators, College of Education, University of Oregon.
[17] Eviatar, Z., Ibrahim, R., & Ganayim, D. (2004). Orthography and the Hemispheres: Visual and Linguistic Aspects of Letter Processing. Neuropsychology, 18, 174-184.
http://dx.doi.org/10.1037/0894-4105.18.1.174
[18] Forgrave, K. (2002). Assistive Technology: Empowering Students with Learning Disabilities. The Clearing House, 75, 122- 126.
http://dx.doi.org/10.1080/00098650209599250
[19] Foster, K. C., Erickson, G. C., Foster, D. F., Brinkman, D., & Torgeson, J. K. (1994). Computer Administered Instruction in Phonological Awareness: Evaluation of the Daisy Quest Program. The Journal of Research and Development in Education, 27, 126-137.
[20] Gambrell, L. B. (2001). What We Know about Motivation to Read. In R. F. Flippo (Ed.), Reading Researchers in Search of Common Ground (pp. 129-143). Newark, DE: International Reading Association.
[21] Gould, J. D., & Grischkowsky, N. (1984). Doing the Same Work with Hard Copy and with Cathode-Ray Tube (CRT) Computer Terminals. Human Factors: The Journal of the Human Factors and Ergonomics Society, 26, 323-337.
[22] Graesser, A. C., León, J. A., & Otero, J. (2002). Introduction to the Psychology of Science Text Comprehension. In J. Otero, J. A. Leon, & A. C. Graesser (Eds.), The Psychology of Science Text Comprehension (pp. 1-15). Mahwah, NJ: Erlbaum.
[23] Greenlee-Moore, M. E., & Smith, L. L. (1996). Interactive Computer Software: The Effects on Young Children’s Reading Achievement. Reading Psychology: An International Quarterly, 17, 43-64.
http://dx.doi.org/10.1080/0270271960170102
[24] Grimshaw, S., Dungworth, N., McKnight, C., & Morris, A. (2007). Electronic Books: Children’s Reading and Comprehension. British Journal of Educational Technology, 38, 583-599.
http://dx.doi.org/10.1111/j.1467-8535.2006.00640.x
[25] Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and Cognitive Predictors of Text Comprehension and Reading Amount. Scientific Studies of Reading, 3, 231-256.
http://dx.doi.org/10.1207/s1532799xssr0303_3
[26] Hartas, C., & Moseley, D. (1993). “Say That Again, Please”: A Scheme to Boost Reading Skills Using a Computer with Digitised Speech. Support for Learning, 8, 16-21.
http://dx.doi.org/10.1111/j.1467-9604.1993.tb00112.x
[27] Hay, I., & Fielding-Barnsley, R. (2009). Competencies That Underpin Children’s Transition into Early Literacy. Australian Journal of Language and Literacy, 32, 148-162.
[28] Ibrahim, R. (2009). The Cognitive Basis of Diglossia in Arabic: Evidence from a Repetition Priming Study within and between Languages. Psychology Research and Behavior Management, 2, 93-105.
http://dx.doi.org/10.2147/PRBM.S5138
[29] Kamil, M. L., Intrator, S. M., & Kim, H. S. (2000). The Effects of Other Technologies on Literacy and Literacy Learning. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (Vol. III, pp. 771-788). Mahwah, NJ: Erlbaum.
[30] Khamis-Dakwar, R., & Froud, K. (2007). Lexical Processing in Two Language Varieties: An Event-Related Brain Potential Study of Arabic Native Speakers. In M. Mughazy (Ed.), Perspectives on Arabic Linguistics (Vol. XX, pp. 153-168). Amsterdam & Philadelphia, PA: John Benjamins.
http://dx.doi.org/10.1075/cilt.290.13kha
[31] Kim, M. (2002). The Use of the Computer in Developing L2 Reading Comprehension: Literature Review and Its Implications. ERIC Document Reproduction Service No. 472 671.
[32] King, J., & O’Brien, D. (2002). Adolescents’ Multiliteracies and Their Teachers’ Needs to Know: Toward a Digital Detente. In D. E. Alvermann (Ed.), Adolescents and Literacies in a Digital World (pp. 40-50). New York: Peter Lang.
[33] Kucan, L., & Beck, I. L. (1997). Thinking Aloud and Reading Comprehension Research: Inquiry, Instruction, and Social Interaction. Review of Educational Research, 67, 271-299.
[34] Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a Theory of New Literacies Emerging from the Internet and Other Information and Communication Technologies. Theoretical Models and Processes of Reading, 5, 1570- 1613.
[35] Lewin, C. (2000). Exploring the Effects of Talking Book Software in UK Primary Classrooms. Journal of Research in Reading, 23, 149-157.
http://dx.doi.org/10.1111/1467-9817.00111
[36] Lonigan, C. J., Driscoll, K., Phillips, B. M., Cantor, B. G., Anthony, J. L., & Goldstein, H. (2003). A Computer-Assisted Instruction Phonological Sensitivity Program for Preschool Children At-Risk for Reading Problems. Journal of Early Intervention, 25, 248-262.
http://dx.doi.org/10.1177/105381510302500402
[37] MacArthur, C. A., Ferretti, R. P., Okolo, C. M., & Cavalier, A. R. (2001). Technology Applications for Students with Literacy Problems: A Critical Review. The Elementary School Journal, 101, 273-301.
http://dx.doi.org/10.1086/499669
[38] Makhoul, B., & Ibrahim, R. (2014). Could an Interactive-Balanced Environment for Reading Acquisition Overcome the Triad Risk Factors: Low Socioeconomic Status, Low Literacy Skills and Language Properties? Psychology, 5, 2200-2217.
http://dx.doi.org/10.4236/psych.2014.519222
[39] Makhoul, B., Olshtain, E., & Ibrahim, R. (2014). Let’s Read Together: A Balanced Computer Assisted Intervention Program and Its Effect on Comprehension amongst at Linguistic Risk Arab First Graders. Journal of Advances in Linguistics, 5, 626-645.
http://cirworld.org/journals/index.php/jal/article/view/3505
[40] Matthew, K. (1997). A Comparison of the Influence of Interactive CD-ROM Storybooks and Traditional Print Storybooks on Reading Comprehension. Journal of Research on computing in Education, 29, 263-275.
[41] Mayer, R. E., & Moreno, R. (2000). A Learner-Centered Approach to Multimedia Explanations: Deriving Instructional Design Principles from Cognitive Theory. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning.
http://imej.wfu.edu/articles/2000/2/05/index.asp
[42] Means, M. L., & Voss, J. F. (1985). Star Wars: A Developmental Study of Expert and Novice Knowledge Structures. Journal of Memory and Language, 24, 746-757.
http://dx.doi.org/10.1016/0749-596X(85)90057-9
[43] Meyer, B. J. (2003). Text Coherence and Readability. Topics in Language Disorders, 23, 204-224.
http://dx.doi.org/10.1097/00011363-200307000-00007
[44] Meyer, A., & Rose, D. H. (2005). The Future Is in the Margins: The Role of Technology and Disability in Educational Reform. In D. H. Rose, A. Meyer, & C. Hitchcock (Eds.), The Universally Designed Classroom: Accessible Curriculum and Digital Technologies (pp. 13-35). Cambridge, MA: Harvard Education Press
[45] Miller, L., Blackstock, J., & Miller, R. (1994). An Exploratory Study into the Use of CD-ROM Storybooks. Computers & Education, 22, 187-204.
http://dx.doi.org/10.1016/0360-1315(94)90087-6
[46] Mitchell, M. J., & Fox, B. J. (2001). The Effects of Computer Software for Developing Phonological Awareness in Low-Progress Readers. Literacy Research and Instruction, 40, 315-332.
http://dx.doi.org/10.1080/19388070109558353
[47] Moats, L. C. (2000). Speech to Print: Language Essentials for Teachers. Baltimore, MD: Paul H. Brookes Publishing Co.
[48] Montali, J., & Lewandowski, L. (1996). Bimodal Reading: Benefits of a Talking Computer for Average and Less Skilled Readers. Journal of Learning Disabilities, 29, 271-279.
http://dx.doi.org/10.1177/002221949602900305
[49] Muter, P., & Maurutto, P. (1991). Reading and Skimming from Computer Screens and Books: The Paperless Office Revisited? Behaviour & Information Technology, 10, 257-266.
http://dx.doi.org/10.1080/01449299108924288
[50] Noyes, J. M., & Garland, K. J. (2008). Computer- vs. Paper-Based Tasks: Are They Equivalent? Ergonomics, 51, 1352-1375.
http://dx.doi.org/10.1080/00140130802170387
[51] Noyes, J., Garland, K., & Robbins, L. (2004). Paper-Based versus Computer-Based Assessment: Is Workload Another Test Mode Effect? British Journal of Educational Technology, 35, 111-113.
http://dx.doi.org/10.1111/j.1467-8535.2004.00373.x
[52] Oborne, D. J., & Holton, D. (1988). Reading from Screen versus Paper: There Is No Difference. International Journal of Man-Machine Studies, 28, 1-9.
http://dx.doi.org/10.1016/S0020-7373(88)80049-X
[53] Olson, R. K., & Wise, B. W. (1992). Reading on the Computer with Orthographic and Speech Feedback. Reading and Writing, 4, 107-144.
http://dx.doi.org/10.1007/BF01027488
[54] Parmar, R. S., Deluca, C. B., & Janczak, T. M. (1994). Investigations into the Relationship between Science and Language Abilities of Students with Mild Disabilities. Remedial and Special Education, 15, 117-126.
http://dx.doi.org/10.1177/074193259401500207
[55] Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The Acquisition of Reading Comprehension Skill. In M. J. Snowling, & C. Hulme (Eds.), The Science of Reading: A Handbook (pp. 227-247). Oxford: Blackwell Publishing Ltd.
http://dx.doi.org/10.1002/9780470757642.ch13
[56] RAND Reading Study Group (Snow, C., Chair) (2002). Reading for Understanding, Toward an R&D Program in Reading Comprehension. Santa Monica: RAND.
[57] Reinking, D., & Schreiner, R. (1985). The Effects of Computer-Mediated Text on Measures of Reading Comprehension and Reading Behavior. Reading Research Quarterly, 20, 536-552.
http://dx.doi.org/10.2307/747941
[58] Ross, C. S. (2002). Reading in a Digital Age. In G. E. Gorman (Ed.), The Digital Factor in Library and Information Services (pp. 91-111). International Yearbook of Library and Information Management 2002/2003, London: Facet Publishing.
[59] Roth, S. F., & Beck, I. L. (1997). Theoretical and Instructional Implications of the Assessment of Two Microcomputer Word Recognition Programs. Reading Research Quarterly, 22, 197-218.
http://dx.doi.org/10.2307/747665
[60] Sáenz, L. M., & Fuchs, L. (2002). Examining the Reading Difficulty of Secondary Students with Learning Disabilities: Expository versus Narrative Text. Remedial and Special Education, 23, 31-41.
http://dx.doi.org/10.1177/074193250202300105
[61] Snow, C. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. Santa Monica, CA: RAND Corporation.
[62] Sorrell, C. A., Bell, S. M., & McCallum, R. S. (2007). Reading Rate and Comprehension as a Function of Computerized versus Traditional Presentation Mode: A Preliminary Study. Journal of Special Education Technology, 22, 1-12.
[63] Twyman, T., & Tindal, G. (2006). Using a Computer-Adapted Conceptually Based History Text to Increase Comprehension and Problem-Solving Skills of Students with Disabilities. Journal of Special Education Technology, 21, 5-16.
[64] Wise, B. W., Olson, R. K., Ring, J., & Johnson, M. (1998). Interactive Computer Support for Improving Phonological Skills. In J. L. Metsala, & L. C. Ehri (Eds.), Word Recognition in Beginning Literacy (pp. 189-208). Mahwah, NJ: Lawrence Erlbaum Associates.
[65] Wise, B. W., Ring, J., & Olson, R. K. (2000). Individual Differences in Gains from Computer-Assisted Remedial Reading. Journal of Experimental Child Psychology, 77, 197-235.
http://dx.doi.org/10.1006/jecp.1999.2559
[66] Wright, P., & Lickorish, A. (1983). Proof-Reading Texts on Screen and Paper. Behavior & Information Technology, 2, 227- 235.?