ABSTRACT
This chapter
integrates the literature related to the cognitive/metacognitive strategies necessary for success in comprehending printed text with research targeting the influence of digital reading across open (i.e., Internet) and closed (i.e., electronic text) learning environments specific to the college population with dyslexia
establishes that the integration of both cognitive/metacognitive strategies and electronic tools (eTools) is essential for providing effective instruction and accommodations for college students with dyslexia
explains that we use the term ‘college students’ in this chapter to be inclusive of adults attending many different types of postsecondary institutions (i.e., technical colleges, two-year colleges, four-year colleges, and graduate school).
