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Strategies For Reading Comprehension Of Online Texts. Kanya Wuttikietpaiboon. Sam Houston State University. Outline. Significance of reading comprehension of 0nline texts Definition of reading comprehension D ifferences between reading the printed-texts and reading online texts

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slide1

Strategies For Reading Comprehension

Of Online Texts

Kanya Wuttikietpaiboon

Sam Houston State University

slide2

Outline

  • Significance of reading comprehension of 0nline texts
  • Definition of reading comprehension
  • Differences between reading the printed-texts and
  • reading online texts
  • Reading strategies for teaching reading
  • comprehension of online texts
  • Discussion
  • References
slide4

Reading skill as learning medium

  • Reading ability as an integral tool for working & living
  • Rapid emergence of technology
  • Reading internet texts replacing printed-texts
  • Huge increase in the number of homes, classrooms, libraries, and other public facilities with computer and internet availability
slide5

Definition of Reading Comprehension

“The construction of meaning of a written or spoken communication through a reciprocal, holistic interchange of ideas between the interpreter and the message in a particular communicative context”

(Harris and Hodges,1995, as cited in Fresch, 2005 )

slide6

Differences Between

Reading Printed Texts and Reading Online Texts

slide7

Strategies for Teaching Reading Comprehension of Online Texts

  • “How to speed read on the web” (2008) indicated to succeed in reading the web, readers :
  •  Decide what they want to read
  • Examine what is relevant and required
  • Scan and extract what they nee
  • Store the information
  • Master speed reading by quickly looking at crucial information, recycling materials, supporting information, eye-catchers and embellishments and conclusion.
  • For a long article, the readers may search the top and bottom of the page, read all the subheadings, read the text beneath the images and any bold text, and then rapidly read through the articles.
slide8

Strategies for Teaching Reading Comprehension of Online Texts (cont.)

  • The journal Internet ( 2008) detailed the following six steps of effective reading online:
  • Identifying Important Questions
  • Locating Information
  • Critically Evaluating Information
  • Synthesizing Information
  • Communicating Answers
  • Putting it Together
slide9

Strategies for Teaching Reading Comprehension of Online Texts (cont.)

Reading Strategies For Web Activities (2008) presented six reading strategies that

teachers can use to help students read authentic documents on the web

Pre-reading and prediction

Skimming/scanning

Looking for cognates

Looking for meaning through context

Careful reading

Application

slide10

Reading skill as learning medium

  • Reading ability as an integral tool for working & living
  • Rapid emergence of technology
  • Reading internet texts replacing printed-texts
  • Huge increase in the number of homes, classrooms, libraries, and other public facilities with computer and internet availability
slide11

Strategies for Teaching Reading Comprehension of Online Texts (cont.)

Coiro & Dobler (2007) described three crucial elements for readers to use in text comprehension as follows:

1)Readers activate two different areas between prior knowledge of the topic and prior knowledge of text structure

2) Readers make connections between the lines that are not directly stated in the text.

3) Readers use metacognitive processes of evaluation and self-regulation, and adopt alternative strategies

slide12

Strategies for Teaching Reading Comprehension of Online Texts (cont.)

Lue et al (2004), mentioned that new skills and strategies which are required for reading on line materials include:

1) Searching for appropriate information.

2) Comprehending search engine results.

3) Correcting inferences.

4) Coordinating and synthesizing the information.

5) Presenting in multiple media formats.

slide13

Strategies for Teaching Reading Comprehension of Online Texts (cont.)

Castellani and Jeffs (2001) presented 3 steps of the teaching reading as

follows:

Pre-reading

During-reading

Post-reading

slide14

Strategies for Teaching Reading Comprehension of Online Texts (cont.)

  • Elliot(2000) suggested six strategies that can help teachers learn to make use of the World Wide Web:
  • Teach students the value of Key Word Skills
  • Use online sources available in the media center
  • Create a group of Web sites
  • Teach students correct search strategies
  • Direct students to certain search engines
  • Teach students to evaluate web sites
slide15

Strategies for Teaching Reading Comprehension of Online Texts (cont.)

  • To teach students to effectively read online texts, teachers should follow the following steps.
  • 1) Pre – Reading: Teachers:
  •  Set specific purposes for reading
  • Examine students’ interests and construct a conceptual framework of learning assignment to motivate them
  • Activate students’ background knowledge
  • Search and evaluate the quality of information
  • Decide what sources are required and related to students’ need
  • Collect the articles, and create the list of the sources or articles
  • Encourage students to use their previous knowledge to draw upon the topic
  • Provide students necessary or unfamiliar vocabulary
  • Provide pre-reading questions to build their comprehension
  • Provide while-reading and post-reading questions to make sure whether the students work on the right track
slide16

Strategies for Teaching Reading Comprehension of Online Texts (cont.)

  • Pre-Reading: Students:
  • Think what they want to find out
  • Set their working plan
  • Preview key elements of the texts such as headings, bold-faced print
  • Use their previous knowledge to predict what the topic tells about
slide17

Strategies for Teaching Reading Comprehension of Online Texts (cont.)

  • 2) During – Reading:
  • Teachers:
  •  Monitor and control the students’ progress
  •   Assist students when needed
  • Assess the progress of the students’ assignments
  • Students:
  • Scan and skim the texts in order to extract what they need
  •   Confirm the previous predictions
  • Read and reread if intensive reading is required
  • Highlight, review the highlight, and create a new list of unknown words
  • Use inferential reasoning strategies
  • Store information
slide18

Strategies for Teaching Reading Comprehension of Online Texts (cont.)

  • Post - Reading
  • Teachers:
  • Give feedback and suggestion
  • Review the missed-points
  • Grade students’ work
slide19

Strategies for Teaching Reading Comprehension of Online Texts (cont.)

  • Students:
  •  Analyze, synthesize, and organize information
  • Construct and refine their knowledge
  • Communicate their concepts
  • Read and check the framework of the assignment
  • Review what information has been given
  • Check the correctness and appropriateness
  • Present their final work
slide20

Discussion

  • Reading mostly takes place on the internet
  • Online texts have literally become an integral part of humans’ daily lives
  • Definition of literacy itself will continually change
  • Reading comprehension an ability to read, comprehend, search, evaluate, use various reading strategies to understand the texts, and communicate their concepts
  • Teachers urgently need better strategies for teaching with technologies
  • Teachers’ and Students’ preparation
slide21

References

References

Bell, F. L., & LeBlanc, L. B. (2000, May). The language of glosses in L2 reading on

computer: Learners’ preferences. Hispania, 83(2), 274-285.

 Black, R. W. (2009, May). English-language learners, fan communities, and 21st-Century skills.

Journal of Adolescent & Adult Literacy, 52(8), 688-697.

 Castellani, J., & Jeffs, T. (2001). Emerging reading and writing strategies using

  technology. Teaching Exceptional Children, 33(5), 60-67.

 Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies

  used by sixth-grade skilled readers to search for and locate information on the

  internet. Reading Research Quarterly, 42(2), 214-297.

 Dryer, C., & Nel, C. (2003, June). Teaching reading strategies and reading

  comprehension within a technology-enhanced learning environment.

  System, 31, 349-365.

 Elliott, C. B. (2000, September). Helping students weave their way through the world

  wide web. The English Journal, 90(2), 87-92.

 Fresh, M. J. (2008). An Essential history of current reading practices. Deleware: International

Reading Association.

slide22

References

How- to- speed- read- on- the- web (2008). Retrieved August 3, 2008, from

http://evernerve.com/2008/02/11/ how- to- speed- read- on- the- web/

Nielsen, J. ( 1997, October). How users read on the web. Retrieved August 3,

  2008, from http://www.useit/alterbox/9710a.html

 Hurd, S. (1999). Web-based learning environments guided by principle of good

teaching: Comment. The Journal of Economic Education, 30(3), 260-262.

 Internet (2008). Retrieved August 3, 2008 from http://en.wikipedia.org/wiki/Internet

 Kame’enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., and Coyne, M. D. (2002, 2nd

  Ed.). New Jersey: Merrill Prentice Hall.

 Keeping our promise to all students [Editorial] , (2009, December 2008-January 2009). Reading

  Today, p. 5-6.

 Kymes, A. (2005). Teaching on line comprehension strategies using think-alouds.

  Journal of Adolescent & Adult Literacy, 48, 492-500.

 Kuzma, L. M. (1998, September). The world wide web and active learning in the

  international relation classroom. Political Science and Politics, 31(3), 578-584.

 Lue, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of

  new literacies emerging from the internet and other information and

  communication technologies. Theorical Models and Processes of Reading(5th ed.),

  1570-1613.

Lai, M. K., McNaughton, S., Amituanai-Toloa, M., Turner, R., & Hsiao, S. (2009). Sustained

  acceleration of achievement in reading comprehension: The New Zealand Experience.

Reading Research Quarterly, 44(1), 30-56.

O’Conner, R. E., Bell, K. M., Harty, K. R., Larkin, L. K., Sackor, S. M., & Zigmond,

  N. (2006). Teaching reading to poor readers in the intermediate grades: A

comparison of text difficulty. Journal of Educational Psychology, 94(3), 474- 485.

slide23

References

Pino-Silva, J. (2006). Extensive reading through the internet: Is it worth the while? The

  Reading Matrix, 6(1). 85-96.

 Prensky, M. (2007). How to teach with technology: Keeping both teachers and students

  comfortable in an era of exponential change. Emerging Technologies For

  Learning, 2, 40-46.

 Reading online text Vs. Reading printed text (2007). Retrieved August 3, 2008 from

  http://teachstrongnetwork.ning.com/forum/topic/show?id

Reading Strategies For Web Activities (2008). Retrieved August 3, 2008, from

http://www.clta.net/lessons/strategies.html

Robinson, D. R. (2005). Reading in reading instruction: Its history, theory, and development.

  Boston: Pearson.

Shuman, R. B. (2006, May/June). A school-wide attack on reading problems. The

Clearing House, 79(5), 219-222.

 Simmons, D. C., Kame’enui, E. J., Coyne, M. D., & Chard, D. J. (2002). Effective strategies for

  teaching beginning reading. New Jersey: Merril Practice Hall

 Sutherland- Smith, W. (2002). Weaving the literacy web: Changes in reading from

  page to screen. The Reading Teacher, 55, 66-669.

 Wozniak, P. (1999, September). Reading the internet (1999). Retrieved August 3, 2008,

  from http://www. Supermemo. com/articles/read.htm

slide24

Thank you very much

for your attention

The End

Kanya Wuttikietpaiboon

Reading Doctoral Program

Department of Language, Literacy, and Special Education

College of Education

Sam Houston State University

Kan_yaa@hotmail.com