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This project explores the integration of digital technology in writing instruction to enhance reading comprehension among adolescents. By leveraging skills that students already possess in digital communication, educators can foster a deeper understanding of texts. The incorporation of technology allows for engaging learning experiences, bridging gaps between social and academic contexts. Specific assignments utilizing digital tools can support interactive practice, thereby reinforcing comprehension through writing and social interaction. This approach emphasizes the necessity of adapting teaching methods to meet the needs of today’s learners.
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Technology: A Strategy for Improving Comprehension through Writing within the Learning Community Toni A. Penwell EDU 306 Teaching Reading – Adolescents March 1, 2011
This project introduces the idea of incorporating current digital technology into writing instruction as a means to improve reading comprehension.
“Writing for the Instant Messaging and Text Messaging Generation: Using New Literacies to Support Writing Instruction”Sheelah M. Sweeney (2010) • Educators must utilize the skills that students possess for interacting with media and transform them into skills that the student can apply in the school setting. • Technology is a unique opportunity for teachers to utilize this skill set in ways that improve reading comprehension. • There are numerous applications of digital technology that can be used as a method to enhance writing and in turn comprehension.
“Summer Program Helps Adolescents Merge Technology, Popular Culture, Reading, and Writing for Academic Purposes”Salika A. Lawrence, Kelly McNeal, Melda N. Yildiz (2009) • The ideal setting for technology instruction is the computer lab so that students receive instruction and utilize guided and independent practice of skills. • Technology allows students to make connections between the social and academic world. • A list of some specific assignments utilizing technology might include: socially significant research topics, practice in summarizing and interpreting information, and utilizing informational texts and visual aids in a presentation.
“Writing for Comprehension”Randy Wallace, Cathy Pearman, Cindy Hail, and Beth Hurst (2007) • Interpretation of text is solidified through student writing and results in heightened student comprehension. • Comprehension is increased by integrating reading, writing and social interaction. • Student response to text is a tool for comprehension assessment.
References Coiro, J. (2005). Making sense of online text. Educational Leadership, 63(2), 30-35. Frager, A.M., Frye, E.A. (2010, October). Focus on the essentials of reading instruction. Kappan Magazine, 56-58. Lawrence, S.A., McNeal, K., Yildiz, M.N. (2009). Summer program helps adolescents merge technology, popular culture, reading, and writing for academic purposes. Journal of Adolescent & Adult Literacy, 52(6), 483-494. Onofrey, K.A., Theurer, J.L. (2007, April). What’s a teacher to do: suggestions for comprehension strategy instruction. The Reading Teacher, 681-684. Sweeney, S.M. (2010). Writing for the instant messaging and text messaging generation: using new literacies to support writing instruction. Journal of Adolescent & Adult Literacy, 54(2), 121-130. Wallace, R., Pearman, C., Hail, C., Hurst, B. (2007). Writing for comprehension. Reading Horizons, 48(1), 41-56.
