ABSTRACT
Cognitive load theory (CLT) is a theory of instructional design built on our knowledge of human cognitive architecture. Based on the cognitive demands imposed by learning materials and instruction, the theory provides guidelines to manage learning tasks in order to increase knowledge. Whereas most students after Grade 3 have automatized word recognition (with variations depending on several factors, such as the language domain), students with dyslexia do not fully automatize word recognition. Therefore, when they read texts, word recognition is so demanding that they have fewer cognitive resources available for comprehension. CLT can be applied to increase text comprehension for students with dyslexia, but, as far as we know, has not been used for this purpose. The chapter discusses how diverse, and sometimes contradictory, literature on increasing text comprehension for students with dyslexia can be interpreted and harmonized through CLT. Implications for practitioners are provided that summarize efficient ways to facilitate text comprehension for students with dyslexia, such as by changing text presentations, applying general CLT principles for students with limited cognitive resources, and using explicit instruction. We conclude that CLT has potential for facilitating learning to read for students with dyslexia.
