Leu Finland Pp Final2

[object Object],Donald J. Leu New Literacies Research Lab University of Connecticut Syyssymposium Tekstitaidot ja uudet teknologiat 23.–24.10.2009, University of Jyväskylä, Agora

Important Funding and Support From: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Big Idea : The Internet Is A Reading Comprehension and Learning Issue, Not A Technology Issue ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

I. The Internet Is This Generation’s Defining Context For Reading Comprehension, Literacy, And Learning

The Workplace Has Changed ,[object Object],This generation’s defining technology for reading.

The World Has Changed: Nations Prepare Their Citizens for Work in an Information Economy ,[object Object],[object Object],[object Object],[object Object],This generation’s defining technology for reading.

The World Has Changed: Nations Prepare Their Citizens for Work in an Information Economy ,[object Object],[object Object],[object Object],[object Object],[object Object]

Our Students Have Changed ,[object Object],[object Object],[object Object],[object Object],This generation’s defining technology for reading.

The U.S. ? Not a single state assessment measures the ability to... ,[object Object],[object Object],[object Object],This generation’s defining technology for reading.

National Assessment of Educational Progress (NAEP) ,[object Object],This generation’s defining technology for reading.

II. What Do We Know About Online Reading Comprehension? ,[object Object],[object Object],[object Object],[object Object]

Possible Starting Points To Our Understanding

A Dual Level Theory Of New Literacies (Leu, O’Byrne, Zawilinski, McVerry, & Everett-Cacopardo, 2009). ,[object Object],[object Object]

A Preliminary Model of Online Reading Comprehension (Castek, 2008; Coiro & Dobler, 2007; Coiro, 2007;Henry, 2007; Leu, Castek, Hartman, Coiro, Henry, Kulikowich, & Lyver, 2005 Leu; Kinzer, Coiro, & Cammack, 2004; Leu, Reinking, et. al, 2007) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Valid And Reliable Assessments of Online Reading Comprehension (ORCAs) (Castek, 2008; Coiro, 2007; Henry, 2007; Leu et al., 2005; Leu, Reinking, et. al, 2007). Issues: Practicality and Stability

Online and Offline Reading Comprehension May Not Be Isomorphic (r=0.19, n = 89, N.S.) Leu, D. Castek, J., Hartman, D., Coiro, J., Henry, L., Kulikowich, J., Lyver, S. (2005). Online Reading Comprehension = ORCA Blog Offline Reading = Connecticut Mastery Test (CMT) of Reading Comprehension

Additional Evidence: Predicting Online Reading Comprehension Coiro, 2007 The new literacies of online reading comprehension Offline Reading Comp.= CT State Reading Test Online Reading Comprehension = ORCA Quia R 2 Offline Reading Comprehension Additional R 2 Domain Knowledge Additional R 2 Previous Online Reading Comprehension Total R 2 Online Reading Comprehension .351* .074 .154* .579*

Challenged Readers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],

We Have a Preliminary Taxonomy of the Skills And Strategies Used During Online Reading Comprehension ,[object Object]

There may be a more limited contribution of prior knowledge during online reading. ,[object Object],R 2 Offline Rdg. Comp. Additional R 2 Domain Knowledge Additional R 2 Previous Online Rdg. Comp. Total R 2 .351* .074 .154* .579*

Many Adolescents Are Not Proficient With Reading Online Information, Especially Locating And Critical Evaluation Skills. ,[object Object],[object Object],[object Object],[object Object]

An Initial Instructional Model Shows Modest Effects With Improving Online Reading Comprehension In 1-1 Laptop Classrooms ,[object Object],[object Object],[object Object],[object Object]

A Model for Teaching Online Reading Comprehension: Internet Reciprocal Teaching

IRT: Phase I Teacher-led Basic Skills ,[object Object],[object Object],[object Object],[object Object]

IRT: Phase II Collaborative modeling of online reading strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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IV. What Do We Need To Know About Online Reading Comprehension? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Process Issues In Online Reading Comprehension “…the acme of a psychologist’s achievements…” ,[object Object],[object Object],[object Object]

Process Issues In Online Reading Comprehension “…the acme of a psychologist’s achievements…” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Instructional Issues “Good instruction is the most powerful means of promoting the development of proficient comprehenders and preventing reading comprehension problems.” (RRSG, 2002, p. xvii) ,[object Object],[object Object],[object Object]

Teacher Preparation Issues “…teaching is so complex that the current teacher education programs cannot adequately prepare novice teachers to engage in practice that reflects the existing knowledge base about reading.” (RRSG, 2002, p. 9) ,[object Object],[object Object]

Professional Development Issues “…students’ reading achievement will not improve unless teachers use that knowledge to improve their instruction.” (RRSG, 2002, p. xviii) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Assessment Issues “All of the research recommended by the RRSG depends on having better instruments for assessing reading comprehension.” (RRSG, 2002, p. xix) ,[object Object],[object Object],[object Object]

V. Two Important Policy Issues “How do national, state, and local policies and practices facilitate or impede the efforts of teachers to implement effective comprehension instruction?” (RRSG, 2002, p. 47) ,[object Object],[object Object]

A Second Policy Issue: How Do We Define Internet Use In Schools ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What Can We Do Now? 10 Ideas for the Classroom.

1. Use Internet Workshop as An Instructional Model Videos

2. Use ePals (free, student safe email)

3. Include the reading comprehension skills of locating information

4. “Borrow” good ideas ,[object Object],[object Object],[object Object],[object Object]

5. Use Starfall.com for early reading development (for English)

4. Use Read Write Think at All Levels (for English)

6. Help the last become first

7. Explore the use of a Ning (ning.com)

8. Try Out Ideas from Internet Reciprocal Teaching ,[object Object],[object Object],[object Object]

9. Use Internet Project ,[object Object]

10. Use Blogs in the Classroom ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Keep a patient heart and help others on their journeys.

Expanding our Understanding of Reading Comprehension Will Not Be Easy

As Challenging As Change Appears, We Know This… The Leadership That You Provide…

Determines The Future Our Students Achieve!

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Leu Finland Pp Final2

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Editor's Notes