Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet

2007 ◽  
Vol 42 (2) ◽  
pp. 214-257 ◽  
Author(s):  
JULIE COIRO ◽  
ELIZABETH DOBLER
Keyword(s):  
Reading Comprehension ◽  
Sixth Grade ◽  
Comprehension Strategies ◽  
The Internet ◽  
Online Reading ◽  
Skilled Readers ◽  
Reading Comprehension Strategies ◽  
Online Reading Comprehension

scholarly journals Online reading comprehension: challenges and opportunities

2014 ◽  
Vol 7 (2) ◽  
pp. 30-43 ◽  
Author(s):  
Julie Coiro
Keyword(s):  
Reading Comprehension ◽  
Digital Literacy ◽  
Special Kind ◽  
Literacy Skills ◽  
Digital Culture ◽  
The Internet ◽  
Online Reading ◽  
Online Reading Comprehension ◽  
Challenges And Opportunities ◽  
On Line

ABSTRACT: This paper details a number of challenges and opportunities for today’s learners when reading for information on the Internet. After defining online reading comprehension from a new literacies perspective and how it appears to be different than offline reading comprehension, I highlight details about four of the biggest challenges for today’s learners. These include 1) understanding and becoming proficient with the new literacy skills and practices needed for online research; 2) developing a special kind of digital wisdom that focuses on learning how to learn with the Internet; 3) taking on new roles in a digital culture that expects learners to actively participate and contribute with new knowledge as a member of their community; and 4) developing positive attitudes toward using the Internet for academic work. The second part of the paper shares examples of how skilled online readers can use the steps of online inquiry to think more deeply about topics that interest them; develop a personal voice as they share ideas with others; and work collaboratively to build meaning and new digital products that enable them to make a difference in their world, or matter. You can explore the research and resources from this presentation in more depth at <http://coiroevidosol.wikispaces.com/>.KEYWORDS: online reading comprehension; online inquiry; digital literacy; reading on the Internet; online readers. RESUMO:Este artigo detalha alguns desafios e oportunidades para o aprendiz contemporâneo, quando ele lê para obter informações na Internet. Depois de definir a compreensão da leitura online pela perspectiva dos novos letramentos e de mostrar como ela parece se diferir da leitura do impresso, eu destaco detalhes a respeito de quatro dos maiores desafios para os aprendizes na atualidade. Eles incluem: 1) compreender e se tornar proficiente nas habilidades dos novos letramentos e nas práticas necessárias para a pesquisa na Internet; 2) desenvolver um tipo especial de conhecimento digital que focaliza o aprender a aprender com a Internet; 3) a assumir novos papéis na cultura digital que espera que alunos, como membros de uma comunidade, participem ativamente e contribuam com ela trazendo novos conhecimentos; e 4) o desenvolvimento de atitudes positivas em relação ao uso da Internet para o trabalho acadêmico. Na segunda parte do artigo compartilho exemplos de como leitores de Internet habilidosos podem usar as etapas da pesquisa online para pensar mais profundamente sobre temas que interessam a eles; como podem desenvolver sua própria voz quando eles trocam idéias com outras pessoas; e de como eles podem trabalhar de forma colaborativa para construir sentidos e produtos digitais que lhes permitam fazer a diferença em seu mundo, ou naquele assunto. Você pode explorar a pesquisa e os recursos usados nesta apresentação de forma mais aprofundada no <http://coiroevidosol.wikispaces.com/>.PALAVRAS-CHAVE: compreensão da leitura on-line; pesquisa on-line; letramento digital; leitura na Internet; leitores online.

Comments on Greenhow, Robelia, and Hughes: Expanding the New Literacies Conversation

2009 ◽  
Vol 38 (4) ◽  
pp. 264-269 ◽  
Author(s):  
Donald J. Leu ◽  
W. Ian O’Byrne ◽  
Lisa Zawilinski ◽  
J. Greg McVerry ◽  
Heidi Everett-Cacopardo
Keyword(s):  
Reading Comprehension ◽  
Web 2.0 ◽  
New Technologies ◽  
New Literacies ◽  
The Internet ◽  
Educational Systems ◽  
Continuous Change ◽  
Online Reading ◽  
Online Reading Comprehension

Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009) , suggest that continuous, not dichotomous, change in the technologies of literacy and learning defines the Internet. They argue that a dual-level theory of New Literacies is a productive way to conceptualize this continuous change, especially for education. They describe uppercase (New Literacies) and lowercase (new literacies) theories, using the new literacies of online reading comprehension to illustrate the process. They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems.

scholarly journals Investigating Pre-Service Early Childhood Education Teachers’ Technological Pedagogical Content Knowledge (TPACK) Competencies Regarding Digital Literacy Skills and Their Technology Attitudes and Usage

2019 ◽  
Vol 8 (1) ◽  
pp. 249 ◽  
Author(s):  
Dilek Altun
Keyword(s):  
Early Childhood ◽  
Technology Integration ◽  
Digital Literacy ◽  
Early Childhood Teachers ◽  
Literacy Skills ◽  
Comprehension Strategies ◽  
Online Reading ◽  
Reading Comprehension Strategies ◽  
Integration Of Technology ◽  
Online Reading Comprehension

The integration of technology into education is a substantial issue for supporting and updating teachers&rsquo; professional development in today&rsquo;s world and bringing up digitally literate generations and well-educated human capital. Studies have shown that technology integration in education is a complex and multidimensional issue. TPACK transcends the triad of core knowledge types and comprises the basis for the effective integration of technology into teaching. Therefore, the present study sought to understand the contribution of the technology attitudes and usage, digital literacy skills, and online reading comprehension strategies in pre-service early childhood teachers&rsquo; TPACK competencies. The participants in the study were 481 voluntary pre-service early childhood teachers (female=398, male=83). The data were collected as a cross-sectional survey. The study findings revealed that pre-service teachers&rsquo; TPACK competencies are associated with their technology attitude and usage, digital literacy skills, and online reading comprehension strategies, as well as that the variables explained 38% of the variance. However, pre-service teachers&rsquo; grade level and GPA are not related to their self-reported TPACK competencies. These findings can be seen as signals of the necessity for theoretical knowledge and practice to be developed in pre-service teachers&rsquo; technology integration in education.

Predicting Reading Comprehension on the Internet

2011 ◽  
Vol 43 (4) ◽  
pp. 352-392 ◽  
Author(s):  
Julie Coiro
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Standardized Test ◽  
Seventh Graders ◽  
Standardized Test Scores ◽  
The Internet ◽  
Online Reading ◽  
School Students ◽  
Comprehension Skills ◽  
Online Reading Comprehension

This study investigated the extent to which new reading comprehension proficiencies may be required when adolescents read for information on the Internet. Seventh graders ( N = 109) selected from a stratified random sample of diverse middle school students completed a survey of topic-specific prior knowledge and parallel scenario-based measures of online reading comprehension. Standardized reading comprehension scores were also collected. Results indicated performance on one measure of online reading comprehension accounted for a significant amount of unique variance in performance on a second measure of online reading comprehension after controlling for standardized test scores of offline reading comprehension and topic-specific prior knowledge. Furthermore, there was an interaction between prior knowledge and online reading comprehension, such that higher levels of online reading comprehension skills may help compensate for lower levels of topic-specific prior knowledge when adolescents are asked to locate, critically evaluate, synthesize, and communicate information using the Internet. The author discusses a series of alternative interpretations of the data as well as their implications for literacy theory and research.

Adolescents' use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender

2015 ◽  
Vol 37 ◽  
pp. 81-95 ◽  
Author(s):  
Carolyn A. Denton ◽  
Christopher A. Wolters ◽  
Mary J. York ◽  
Elizabeth Swanson ◽  
Paulina A. Kulesz ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Grade Level ◽  
Reading Proficiency ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
And Gender

scholarly journals A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies

2017 ◽  
Vol 19 (2) ◽  
pp. 187-201
Author(s):  
Juan David Gómez González
Keyword(s):  
Reading Comprehension ◽  
Strategy Instruction ◽  
Reading Proficiency ◽  
Intermediate Level ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Content Learning ◽  
The Past ◽  
Composite Approach ◽  
Main Components

This paper describes an approach to developing intermediate level reading proficiency through a strategic and iterative use of a discreet set of tasks that combine some of the more common metacognitive theories and strategies that have been published in the past thirty years. The case for incorporating this composite approach into reading comprehension classes begins with an explanation of its benefits and the context in which it came to be; its relationship to theoretical discourse in the field; a description of its three main components: textual indicators, strategy instruction, and content learning; and concludes by presenting a model for implementing the approach that integrates these three components.

scholarly journals Reading Comprehension Strategies among EFL Learners in Higher Learning Institutions

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Hamza Al-Jarrah ◽  
Nur Salina binti Ismail
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Conceptual Knowledge ◽  
Cultural Knowledge ◽  
Higher Learning ◽  
Comprehension Strategies ◽  
Efl Learners ◽  
Reading Comprehension Strategies ◽  
Reading Materials ◽  
Learning Institutions

A variety of reading strategies are required to comprehend reading materials. Without effective reading strategies, students mostly face reading comprehension difficulties. This study aims to investigate reading comprehension strategies among English foreign language (EFL) learners in higher learning institutions. The study employed qualitative method and 10 Arab students of Universiti Sultan Zainal Abidin (UniSZA) and Universiti Malaysia Terengganu (UMT) were interviewed. Inductive thematic approach was used to analyze data. The findings indicates that the most commonly used reading strategies among the EFL learners are logical knowledge (under linguistic schema), formal construction (under formal schema), cultural knowledge (under cultural schema), and prior knowledge and conceptual knowledge (under content schema). This study concludes that reading strategies help the EFL learners in understanding English reading materials. To improve reading strategies for EFL learners, there is a need for collective effort of English language teachers, curriculum designers, educationists, education policy makers, and the EFL learners themselves.

scholarly journals Children’s text comprehension

2021 ◽  
Author(s):  
Jane Oakhill
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Comprehension Strategies ◽  
Teaching Reading ◽  
Reading Comprehension Strategies ◽  
Good Reading ◽  
Research Findings

Abstract This paper first considers what is meant by good reading comprehension and makes a distinction between the product of reading comprehension and the processes that are required to attain that product. It goes on to consider how less-skilled comprehenders can be identified and provides a summary of the research into how less-skilled and skilled comprehenders differ in terms of the skills and processes that they apply during text comprehension. Finally, the implications of these research findings for instruction are considered, and generalizable research-based recommendations for teaching reading comprehension strategies are considered.

scholarly journals STUDENTS’ READING STRATEGIES AT ENGLISH EDUCATIONAL DEPARTMENT

2019 ◽  
Vol 11 (1) ◽  
pp. 126
Author(s):  
Utami Dewi ◽  
Maryati Salmiah
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Research Design ◽  
Reading Strategies ◽  
Qualitative Approach ◽  
Comprehension Strategies ◽  
Top Down ◽  
Bottom Up ◽  
Reading Comprehension Strategies

Reading comprehension is one of the skills that students must have to enrich their knowledge, especially university students. There are two kinds of reading strategies: Top – Down strategy and Bottom – Up Strategy. The aim of this research is to find information about students’ reading comprehension strategies that were applied by the students when they were given reading comprehension text. The research design was qualitative approach. The informants consisted of ten English educational department students, one reading subject lecturer and the head of English educational department. Interview and observation were the major sources of the data to find out the students’ strategies on reading comprehension. Based on those data, it was found that most of the students applied bottom – up strategies in reading comprehension texts

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