ABSTRACT
This chapter addresses the potential processing challenges of the Internet for readers with dyslexia, as the Internet has become the defining technology for literacy and learning in today's society. It examines the potential demands the Internet place on the reading skills and associated processes for readers with dyslexia. The chapter describes multiple source use and the associated reading processes that extend beyond the reading processes associated with single source use, with a particular emphasis on reading via the Internet. The results showed that dyslexic participants misspelled queries more than the controls and consequently obtained fewer relevant hits from the search engine. The relationship between decoding skills and reading comprehension is also related to processing capacity such that both word recognition and comprehension processes compete for working memory capacity. The basic assumption in this model is that multimedia learning rests on a cognitive system with multiple memory stores, and working memory system of limited capacity is a central processing component.
