Exploring Online Reading Comprehension

1. Exploring Online Reading Comprehension www.academicliteracy.net Julie B. Wise juliebwise@comcast.net

2. Course Objectives • Provide data to establish that the Internet is now a central context for reading comprehension • Define the strategies required for online reading comprehension • Explore an instructional model used to teach online reading comprehension, Internet Reciprocal Teaching (IRT) • Describe what classroom instruction of online reading comprehension might be like in the future

3. ABC Conversations

4. In the U.S., students aged 8 – 18 report spending more time reading online per day, 48 minutes, than reading offline, 43 minutes per day. it.lsue.edu

5. More than 90% of adolescent students in the U.S. with home access to the Internet, report using the Internet for homework.

6. student.britannica.com Internet use at work to read, write, communicate, and solve problems increased by nearly 60% in the U.S. during 2002 among all employed adults 25 years of age and older.

7. Over one billion readers are reading online today, one-sixth of the world’s population. www.images.com

8. Discuss why the Internet is now a central context for reading comprehension. X

9. Proficient readers offline are not always proficient readers online Genre Matters • Fiction • Nonfiction • Poetry • Begins with a question or problem to solve • Self-directed text construction

10. Self-directed text construction Proficient Readers are self-regulated to: • Use a search engine • Read search engine results • Critically evaluate • Skim and scan for information • Synthesize information Struggling Readers use the “click and look” strategy, then give up.

11. Online Reading Strategies • Formulate Questions or solve problems. Students set their own purpose for reading. • Search for Information using a search engine or other resource to locate a variety of websites on the topic of interest. • Critically Evaluate Information to determine if reliability and relevancy of the resource. • Synthesizeacross and between sites, gathering facts from several resources to generate ideas to share and exchange. • Communicate Ideas to Others using a variety of information and communication technologies including email, blogs, wikis, instant messages, podcasts, video conferences, and other means of exchanging ideas (Leu, Kinzer, Coiro, & Cammack, 2004).

12. How does knowing the strategies used by proficient online readers help identify important instructional practices? X

13. Internet Reciprocal Teaching (IRT) Similar goals, different process • increase academic engagement • encourage active reading • promote students as experts Offline Reciprocal Teaching Predict Question Clarify Summarize Online Reciprocal Teaching Question Predict (Locate Information) Clarify (Evaluate Relevance) Summarize(Synthesize) Communicate to others

14. Three Phases to IRT Assessment Assessment Together Teacher models while students watch. Exercise Teacher supports students Students while they practice with Students try strategies. peer or teacher. practice alone. Metacognition Guided self - assessment Teacher led instruction Working in groups to teach peers and their teachers new strategies for navigating and comprehending information Students develop their own questions to research or problems to solve

15. Predict: Locating Information • How high is Mt. Fuji in Japan? • Find a different answer to this same question. • Which answer do you think is most accurate and how did you determine that it was?

16. Inquiry Chart

17. Clarify: Critically Evaluating Websites http://zapatopi.net/treeoctopus/

18. Strategies for Critically Evaluating Websites http://ctell1.uconn.edu/somers/quag.htm A strategy is course of action or systematic plan used to achieve a goal. Come up with as many strategies as you can for determining whether the two Internet sites you were assigned are valid and reliable sources of information for a school project. Think about all the ways possible to verify the accuracy of your Internet sites. List your strategies as explicitly as possible in the table.

19. Summarize: Synthesizing Information http://kids.yahoo.com/

20. Summarize: Synthesizing Information http://kids.yahoo.com/ • Use the open search box to type in search terms of their choice • Browse by subject hierarchies such as “around the world”, “Science & Nature” • Select from left hand side of home page: science, animals, news • Browse a list of answers to questions on “Ask Earl” • Compose an original message using the “Ask Earl” service

21. Internet Reciprocal Teaching (IRT) Name: _______________________________ Directions: You will assume the responsibility for helping your group to use the five IRT reading strategies to discuss the assigned reading. As you read, take notes based on the reading strategies you used and be prepared to share with the whole class. Online reading strategies I used while reading on the Internet: http://www.newliteracies.uconn.edu/event_files/IES_NRC2006_symposium.pdf

22. Communicating to Others http://ctell1.uconn.edu/IRA/videoclip9.html http://en.wikipedia.org/wiki/Rufus_Stokes

23. Explain how comfortable you feel using Internet Reciprocal Teaching (IRT) as your instructional framework for improving student online reading comprehension. X

24. Online Reading Comprehension Ability (ORCA) • Formative Assessment: • List the most important strategies (declarative) • Explain why each strategy is important (procedural) • Explain when they would use each strategy (conditional knowledge) • Curriculum-Based Assessment: • Share researched information on Wikipedia • Interactive Blog Discussion • Mystery email challenge for descriptive writing and personal letters development • Performance-Based Assessment: • Multiple-choice and short-answer items to estimate a student’s level of online reading comprehension ability. • Reading to locate online information • Reading to critically evaluate online information

25. Describe what classroom instruction of online reading comprehension might be like in the future X

26. Resources Before Reading: Build Schema and activate prior knowledge with: Pictures www.google.com /images Movies: www.youtube.com Music: www.pandora.com http://streaming.discoveryeducation.com/ - Fish bowl classroom procedures During Reading: http://audacity.sourceforge.net/ www.starfall.com - primary www.funbrain.com - intermediate After Reading: Power Point Sequencing Digital Storytelling and Skype: http://teacher207.wikispaces.com www.SurveyMonkey.com www.wordle.net Books: Innovative Approaches to Literacy Education ISBN # 0-87207-555-9 Literacy in the Information Age ISBN # 0-87207-003-4 Teaching and Learning Multiliteracies ISBN# 978-0-87207-586-3 Websites: http://www.newliteracies.uconn.edu/iesproject/index.html - Internet Reciprocal Teaching http://uri.academia.edu/JulieCoiro/Papers/ http://delicious.com/almarow - Websites for the classroom http://www.edtechinnovators.com/EdTechInnovators/PSU09.html – Integrating Technology http://www.powerlibrary.org/ Names: Donald Leu Julie Coiro