This event is SOLD OUT.

Please call 857-444-1500 x1 to be added to the waiting list.

This webinar will use Zoom.

This webinar will run from 10:00 am - 12:00 pm ET / 7:00 am - 9:00 am PT on March 2, 2024 for a total of 2 credit hours.

For those who cannot attend the live webinar on March 2, a recording of the webinar will be available for 7 days following the live webinar, beginning the following Monday. CE credit is only available for live attendance.

Digital technology is opening up new ways of learning to read, as well as changing the ways textual information is presented and processed. In this webinar we look at the latest research to understand how reading on screens differs from reading on paper, from changes in our attention and level of immersion through to the impact on comprehension. We will discuss evidence-based strategies to help learners engage more deeply with digital content. The webinar will also consider the use of digital apps and games for literacy - what do we know about how well these work, as well as what to look for when selecting digital tools. Finally, we will discuss the emergence of AI in literacy education - its opportunities and risks.


Participants will be able to:

  • Understand the multiple ways in which reading on screens versus paper can impact both word recognition and reading comprehension.
  • Identify strategies to help students be more successful digital readers.
  • Evaluate with more confidence the value of literacy app use in the classroom.


This seminar is applicable to K-12 general and special education teachers and reading specialists.


SteveJenny Thomson, PhD, is a Professor of Language & Literacy and Director of Research at the School of Allied Health Professions, Nursing and Midwifery, University of Sheffield, UK. She has previously held positions at the University of Cambridge, UK and been faculty at the Harvard Graduate School of Education, USA. Her research interests focus upon how children learn to read in a digital world, as well as the use of big data to both predict and understand trajectories of reading difficulty.