http://www.flickr.com/photos/lori_greig/2202727502/

Effective Research Based Strategies to Support Student Online Reading Comprehension

Presented byLisa Hervey, Ph. D., NBCT

North Carolina State University

Online Reading Comprehension Skills

Students MUST be able to:• Read to identify important

questions;

• Read to locate information;

• Read to critically evaluate the usefulness of that information;

• Read to synthesize information to answer those questions; and

• Read to communicate the answers to others.

(Leu, Kinzer, Coiro, & Cammack, 2004, p. 1570)

• Students can indentify and develop good questions.

• Students can produce more sophisticated questions via constant evaluation and revision.

• During research, students stay focused on their question.

http://www.flickr.com/photos/picturesbyann/2572204267/sizes/m/(Leu et al., 2008)

Students and Questions

Students and Locating Information

• Students are efficient at using different search engines.

• Students use simple and advanced search strategies to better locate specific information.

http://www.flickr.com/photos/picturesbyann/2572204267/sizes/m/

Leu et al., 2008

Students and Critical Analysis Understanding – Students are aware

when information makes sense.Relevancy – Students are aware when

information meets their needs.Accuracy – Students are able to verify

information with another source.Reliability – Students are concerned

about the trustworthiness of information.

Bias – Students are mindful how various points of view influence information found on the Web.

Stance – Students are deliberately cautious about information found online.

(Leu et al., 2008)

• Students must know how to make meaning from the information they read online.

• Students must know which information to ignore when they read online.

• Students must know how to summarize, compare and contrast online information to make appropriate inferences.

Students and Synthesizing

(Leu et al., 2008)

Students and Communication

• Students can construct a clear message so that the reader knows what they mean.

• Students know how to use communicative educational technologies (e.g. blogs, wikis).

• Students know how to write.

http://www.flickr.com/photos/superkimbo/3496581406/sizes/m/

Teaching with Internet Reciprocal Teaching (IRT)

based on the work of:

Leu, D. J., Coiro, J., Castek, J., Hartman, D., Henry, L.A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In Cathy Collins Block, Sherri Parris, & Peter Afflerbach (Eds.). Comprehension instruction: Research-based best practices. New York: Guilford Press.

Available online at:http://www.newliteracies.uconn.edu/iesproject/researchdocuments.html

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IRT: Phase ITeacher-led Basic Skills

• Teachers use Teaching Internet Comprehension to Adolescents (TICA) checklist to assess student’ internet literacy.

• Teachers explicitly model basic Internet use skills.

• Teachers use whole class instructional model.

(Leu et al., 2008)

http://www.flickr.com/photos/superkimbo/3496581406/sizes/m/

IRT: Phase IICollaborative modeling

of online reading strategies• Teachers provide students with

information and task them to solve a problem.

• Teachers arrange students in small groups to collaboratively complete task.

• Teachers encourage students to share information finding strategies with each other.

• Teachers ask students to report their findings or do meta-cognitive think aloud at the end of each lesson.

• Initially, teachers focus on locating and critically evaluating activities.

(Leu et al., 2008)

http://www.flickr.com/photos/superkimbo/3496581406/sizes/m/

IRT: Phase IIIInquiry

• Teachers assign inquiry projects to individuals or small groups in the classroom.

• Students communicate their findings with global partners.

• Teachers assign additional inquiry projects that include collaborative work with global partners.

(Leu et al., 2008)

http://www.flickr.com/photos/14013433@N06/2163173982/sizes/m/

Let’s Review the Research…

Teachers must provide “information challenges” within and across content areas.

Teachers should engage in the 3-stage IRT model.

Teacher should use flexible collaborative grouping strategies.

Teachers allow students to distribute the lesson’s targeted skill, when it appears in their classroom.

Teachers should integrate many online communication tools.

(Leu et al., 2008)