Digital ER and Reading Oceans

1. Digital ER and Reading Oceans Rob Waring James Hall

2. The World is changing • Amazon.com report selling more e-books than paper books in 2011 • 20-28% of publishing revenue comes from digital media (in 2011) • Penguin report e-book sales more than doubled in 2011 alone • 333% increase in e-book exports from the U.S. since 2012 • 97% of the 123m Americans who read newspapers online read on PCs, 3% on devices

3. The World is changing • $3 e-books sell best, but $6 e-books make more money • 25% of new Spanish ISBNs are for e-books • e-books help boys to read more than girls • 33% of Americans own e-readers • The total value of reading materials (e-books and paper) bought in 2011 is down, but sales of e-pubs is increasing • Most growth in e-pub sales is from down-market material Source www.the-digital-reader.com

4. Learner profiles are changing, too Many: • are digital natives – those ‘born digital’ (vs. ‘digital immigrants’) • live more online than in playgrounds • tend to multi-task more than we did and are better at visual-reasoning • have shorter attention spans • feel a need to break down the space between the real world and the digital world • are in constant communication with others

5. Why eRead? • Instantaneous downloads – 24 hrs. a day • No trees are killed (but millions of pixels are) • Multi-skill – audio and reading (visual) • Enhanced value items and features (illustrations, graphic helpers, interactive resources, video, instant translations, audio, embedded games and learning environments etc. etc.) • Save space and easy to carry • Can back them up

6. Why eRead? • Searchable, and have bookmarks, highlights • Some apps are social – leaving messages for other readers • Cheaper – fewer shipping and other costs – no wastage • Font sizes can be changed for those with poor eyesight • Modifiable – books are static. New editions can be made in seconds • Potential for individualized adaptive learning – apps adapt to user feedback

7. Why not eRead? • Books are organic and recyclable • High entry price. E-pubs are cheaper but devices cost • Tech worries – battery, theft, updates, • Hard to implement class-wide: • Not all students have the same devices (or any of them) • Hard to assess individual gains , achievement • We already read too many screens – eye strain, screens are low resolution – bad for the eyes • Huge increase in poor eyesight in Asia in the last 5 years (90% of school leavers are myopic – 20% in the UK) – reading from screens? • Some evidence readers read more slowly from screens

8. Digital ER • But it’s the perfect time for publishers and teachers to put materials online for learners • We need to understand the market and be there to learn • Many new initiatives for Online ER recently • Reading Oceans is one, a very good one

9. Reading Oceans • This presentation introduces the completely new web-based Compass Media Reading Oceans series of graded readers. This exciting new 800 title series at multi-levels with 20 phonics stories and 50 nursery rhymes will be a perfect complement to any kinder-elementary course. The presentation will show how multi-media reading online materials in our new digital reading age can vastly improve the reading experience and improve their digital literacy.

10. What is Extensive Reading? Fast, fluent reading of enjoyable language-rich texts Focus on comprehension, not study Few, if any, tests The aim is to practice already learnt language and make access faster and more automatic Thus the texts should be easy

11. Why read? A rich variety of input User determined pace Possibility for re-reading A foundation skill for studying and practicing a language Vocabulary growth Pattern recognition awareness

12. Why read online? • Kids nowadays are digital natives • They need to be digitally literate • Multi-skill environments • Rich enhanced multi-tasking with enhanced environments

13. Levels of reading Decoding – being able to work out what the words mean and how to say them (sub-vocally) Literal reading – surface understanding – facts and details often tested with multiple-choice what,where,when,who questions about what was explicitly stated in a text Inferential / interpretive reading – ‘reading between the lines’ about things unstated - taps into prior knowledge, make educated guesses, compare, classify. Often tested with why, what if, how. Evaluative reading –taking what was said and what was meant, analyze and synthesize it and apply it to other situations – why is this important, connecting to one’s own life, evaluating character’s statements

14. Graded readers are GRADED Native books Phonics Easy vocab More difficult vocab Easy grammar More difficult grammar

15. But be careful… Students should read at the right level Most native texts are too difficult for most learners Native texts assume vocabulary of 5000 words and a deep understanding of grammar prior to reading

16. Students need … A carefully programmed learning environment: initial decoding and encoding through phonics deepening this with decodable reading expand it in entertaining and unique ways enriching their reading in a stepped reading environment

17. What is Reading Oceans • Online extensive reading program containing • 3-D animated nursery rhymes and songs • Complete phonics course with 70 decodable readers • 600 stories from a wide range of genre at multi-levels of difficulty • Read, listen or watch • Comprehension check follow-up • Learner management system allows teachers to track each student • Placement Level Test and achievement tests

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24. Placement test Flashcard test English to Korean receptive test Reading Comprehension test -> Test results