This document discusses building online reading comprehension. It covers several key topics: (1) theories of reading comprehension and how they apply to online reading; (2) differences between online and offline reading and challenges of online reading; (3) skills needed for online reading comprehension including decoding, meaning making, using and analyzing text; and (4) strategies for teaching online reading comprehension including modeling skills, scaffolded activities, collaborative projects, and think-alouds. The goal is to help students develop skills for comprehending various online text types and evaluating online information.
How Does Reading & Learning Change on the Internet: Responding to New LiteraciesJulie Coiro
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This slide show provides an overview of the ways in which reading comprehension looks different relative to how we locate, critical evaluate, synthesize, and communicate information on the Internet.
How Does Reading & Learning Change on the Internet: Responding to New LiteraciesJulie Coiro
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This slide show provides an overview of the ways in which reading comprehension looks different relative to how we locate, critical evaluate, synthesize, and communicate information on the Internet.
SADL UP - Keynote presentation at HEA Changing the Learning Landscape event 7...LSESADL
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Jane Secker and Maria Bell's presentation of the findings thus far of the LSE Student Ambassadors for Digital Literacy project at the HEA Changing the Learning Landscape - Digital Literacy event.
These slides were presented during a webinar held 7:30PM, February 9, 2015. The webinar introduced teachers to the SIFMA Foundation's national essay contest, InvestWrite.
LRA Pesidential Address for 2013, Richard Beach, PresidentRichard Beach
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Understanding and Creating Digital Texts through Social Practices: describes research on social practices of contextualizing, interacting, making connections, collaborating, criticizing, and constructing identities through uses of digital texts, for example, use of Diigo annotations for interacting in response to texts or online discussions on Ning for collaborative argumentation.
This presentation introduces young readers to several important text structures. Through examples, pictures, and practice, students will learn how to identify and use the text structures of sequence, description, compare and contrast, cause and effect, and problem and solution.
For a study guide and ready-to-use classroom texts, purchase my unit at http://www.teacherspayteachers.com/Product/Introduction-to-Text-Structure-451417
This is a simple Powerpoint to use to introduce text features. Students will need access to a variety of books or articles as they view the presentation.
Adapted from the September 29 presentation at South Central Reading Council. I have taken out some pictures and graphics for online posting. Please note that I have this set as view-only, so downloads are not available.
This is a commentary I wrote while President of NCTE in 2008-2009. In it, I explore the importance of writing in one student's life and what happens when we silence a student's voice.
SADL UP - Keynote presentation at HEA Changing the Learning Landscape event 7...LSESADL
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Jane Secker and Maria Bell's presentation of the findings thus far of the LSE Student Ambassadors for Digital Literacy project at the HEA Changing the Learning Landscape - Digital Literacy event.
These slides were presented during a webinar held 7:30PM, February 9, 2015. The webinar introduced teachers to the SIFMA Foundation's national essay contest, InvestWrite.
LRA Pesidential Address for 2013, Richard Beach, PresidentRichard Beach
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Understanding and Creating Digital Texts through Social Practices: describes research on social practices of contextualizing, interacting, making connections, collaborating, criticizing, and constructing identities through uses of digital texts, for example, use of Diigo annotations for interacting in response to texts or online discussions on Ning for collaborative argumentation.
This presentation introduces young readers to several important text structures. Through examples, pictures, and practice, students will learn how to identify and use the text structures of sequence, description, compare and contrast, cause and effect, and problem and solution.
For a study guide and ready-to-use classroom texts, purchase my unit at http://www.teacherspayteachers.com/Product/Introduction-to-Text-Structure-451417
This is a simple Powerpoint to use to introduce text features. Students will need access to a variety of books or articles as they view the presentation.
Adapted from the September 29 presentation at South Central Reading Council. I have taken out some pictures and graphics for online posting. Please note that I have this set as view-only, so downloads are not available.
This is a commentary I wrote while President of NCTE in 2008-2009. In it, I explore the importance of writing in one student's life and what happens when we silence a student's voice.
Rigor and talk checklist by Kylene Beers and Robert E. Probstkylenebeers
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This checklist, which appears in Notice and Note by Kylene Beers and Robert E. Probst (Heinemann, 2012), offers teachers a starting point for discussion about what rigor in their classrooms might look like. This is simply our list. We encourage faculties to come together and make their own.
This set of themes is formatted so that you can create an instant bulletin board. Display literary themes all year long!
For more resources to help students learn about theme, check out my unit on TeachersPayTeachers:
http://www.teacherspayteachers.com/Product/Teaching-About-Theme-342213
For more lessons on teaching about character traits, see my unit Character Traits and Emotions on TeachersPayTeachers: http://www.teacherspayteachers.com/Product/Character-Traits-and-Emotions-Making-Inferences-82118
How can I use specific nouns to enhance my writing? This presentation discusses use of specific nouns for word choice and capitalization of proper nouns.
The Notice and Note Lessons for Reading Literary Texts presented at CCIRA by ...kylenebeers
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In this presenation, you'll see information about 7 new strategies we've developed to help readers, especially struggling readers, read novels at a deeper level. This work will be published in 2012 in a new book by Heinemann titled The Notice and Note Lessons
Online Reading Comprehension: Challenges and Opportunities (Brazil 2014)Julie Coiro
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This presentation was given during a conference for Brazilian educators and students, sponsored by XI Encontro Virtual de Documentação em Software Livre (EVIDOSOL) e VIII Congresso Internacional de Linguagem e Tecnologia online (CILTEC-online). A companion website with links to resources included in this presentation is available at http://coiroevidosol.wikispaces.com/home
Online Reading Comprehension: Opportunities, Challenges, and Next Steps Julie Coiro
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How does reading and learning change on the Internet? You are invited into a conversation about the nature of information on the Internet and its implications for how we think about reading comprehension and critical thinking in a digital information age. Julie first explores how the Internet poses new opportunities for authentic inquiry, collaborative conversations, and students to develop their voices as active citizens. Then, she describes the reading challenges that extend beyond traditional reading comprehension skills to encompass rapidly changing literacies for questioning, locating, evaluating, synthesizing, and communicating information during online inquiry. Finally, she highlights important areas for future research in order to keep up with the changing technologies that will continue to redefine what literacy means in the future.
Defining Purposes for Using Web 2.0 ToolsRichard Beach
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This presentation to the 2009 Minnesota Council of Teachers of English argues that learning Web 2.0 tools requires an understanding of the purposes for using these tools.
This presentation introduces point of view in stories. First person and third person are introduced, with review and questions. Suitable for students ages 8-12 or those learning English as a second language.
Find more stories and activities for teaching point of view here:
http://www.teacherspayteachers.com/Product/Exploring-Point-of-View-Stories-and-Activities-1632599
This presentation includes only historical fiction and realistic fiction. Find the full presentation here:
http://www.slideshare.net/elkissn/fiction-genres
Grade 3 text structure assessment teaching guideEmily Kissner
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Use this teaching guide for the Grade 3 Text Structure Assessment on Frolyc. You can find the assessment, ready to publish to student iPads, here:
https://www.frolyc.com/acdetails/502/
This is an example of a writing from sources task. After reading several texts on the same topic, students compile information to state a position.
Use with:
https://www.frolyc.com/acdetails/52/
https://www.frolyc.com/acdetails/80/
https://www.frolyc.com/acdetails/52/
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
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Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
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2. Agenda
ď§A look at reading comprehension
ď§Why online reading comprehension matters
ď§Skills for online reading comprehension
ď§Creating multimedia experiences
ď§Exploring and connecting
3. Reading Comprehension
Levels of Text Processing (van Dijk and Kintsch)
Readers can process text at three different levels:
ď§Surface level: The level of the way that individual
letters and words look on a page
ď§Textbase: Understanding the âgistâ of a text and
the main propositions
ď§Situations model: Synthesizing the authorâs
propositions with the readerâs background
knowledge
4. Reading Comprehension
Simple View (Hoover and Gough)
Reading skill is attributable to two areas:
Decoding
The ability to
automatically
decode words
Language
Comprehension
The ability to
understand oral
and written
language
5. Reading Comprehension
These theories translate into everyday
classroom activities such as:
â˘
â˘
â˘
â˘
â˘
Decoding drills
Summarizing
Visualizing
Inferring
Vocabulary instruction
6. What happens online?
At first, it was easy to think that online reading
would be just like offline reading
7. âŚ.but itâs not. Which means that much of our
conventional thinking about the nature of
reading comprehensionâand comprehension
instructionâwill have to be rethought.
8. Reading Online
Many adolescents report spending
roughly equal amounts of time reading
online and offline (Roberts et
al, 2005).
Students are now expected to be able
to locate, read, and understand text
from the Internet more than ever
before.
12. How do people read online?
Early researchers thought that hypermedia texts would lead to greatly
enhanced comprehension, as readers could easily click on words and
concepts and read in a non-linear, associative way (Dobson and
Willinsky, 2009).
13. How do people read online?
However, people soon found that this is not the case. Lots of links can
confuse readersâespecially those who donât have a great deal of
background knowledge for the topic.
In fact, no two
readers read
digital texts in the
same wayâeach
reader creates
their own
âconstructed textâ
14. How do people read online?
Studies have shown that readers use a different eye movement pattern
when reading online texts, using more of a radial eye pattern instead of
a linear left-to-right pattern (Walsh, 2010).
15. âKids are so good at this!â
The clichĂŠ of the âdigital
nativeâ is so wellentrenched that many
teachers think students
donât need explicit
instruction in online
reading comprehension.
16. âKids are so good at this!â
There is evidence of poor
transfer between the
informal social skills that
students develop on their
own and the more formal
academic online reading
they are expected to use
(Littlejohn, Beetham, and
McGill, 2012).
17. Visual Literacy
In a study of college students, Eva Brumberger asked
students which of these images had been digitally
altered.
66% said
âprobably or
definitely
alteredâ
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www.cnr.vt.edu/dendro/sols/schoolTrees/fairfaxsatalite/fairfaxima
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80% said
âprobably or
definitely
alteredâ
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18. Skills for Online Readers
Online reading and offline reading skills are correlated, but
online reading skill seems to be more complex and require
more decision-making and critical reading (Malloy et
al, 2010).
Some evidence shows that low-income students
may use less effective search strategies, causing
them to locate less credible information (Leu et
al, 2010).
19. Building Collaboration
Research seems to indicate that students
learn Internet reading strategies best when
they have the chance to learn from each
other within the structure of a challenging
task created by the teacher (Henry et al,
2012).
20. Planning for instruction
A useful way to think about structuring
online reading comprehension instruction
is to use the framework of the four roles for
reading (Hirsh, 2000):
-Code Breaker
-Meaning Maker
-Text User
-Text Analyst
21. Code Breaking
With traditional texts, instruction on âcode
breakingâ focuses on phonics
instruction, word meanings, and text
features.
Online texts add new layers of codes that
readers must figure outâcodes of
gestures to get from one screen to
another, new word meanings, and different
text features.
22. Code Breaking
Navigation: In digital text, this includes
scrolling, moving between pages,
understanding the meaning of the cursor,
and even knowing which applications are
running what (Hinrichsen and Coombs,
2013).
23. Scaffolding Code Breaking
Build collaboration in
the computer lab with
the strategy of
âunderexplainingââ
tell students what you
want them to do, but
donât tell them how to
get there.
26. Code Breaking
Modalities: Understanding the different
modes of online textsâ
games, databases, educational sitesâand
how they have different characteristics.
29. Meaning Making
In digital texts, piecing together the
narrative can be more tricky. Texts are
made by multiple authors. Comments
unfold over time. There may be conflicting
viewpoints even within one text (Hinrichsen
and Coombs, 2013).
30. Meaning Making
Students do seem to learn online reading
strategies more readily in a collaborative
environment than within the structure of a
highly structured lesson.
31. Text Users
Another reading role is that of text userâ
someone who finds the right text for their
purposes, solves problems, and uses what
they learn to create new works.
34. Text Users
-What do we notice?
-What can we use this text to accomplish?
-Who would like this text?
35. Text Analysts
Who wrote this text, anyway?
Even though students seem to dissociate
their academic selves from their personal
technology use, these two exist very
closely together in digital media.
37. In the Classroom
ď§Model decoding, meaning making, and
text analysis with digital think-alouds
ď§Use âshelteredâ activities to help students
negotiate multimodal texts
ď§Frolyc
ď§Teacher blogs and website links
ď§Map activities
ď§Create challenging activities to foster
collaboration and inquiry
39. Digital Think-Alouds
How does this help students
becomeâŚ
-code breakers?
-meaning makers?
-text users?
-text analysts?
40. In the Classroom
ď§Model decoding, meaning making, and
text analysis with digital think-alouds
ď§Use âshelteredâ activities to help students
negotiate multimodal texts
ď§Frolyc
ď§Teacher blogs and website links
ď§Map activities
ď§Create challenging activities to foster
collaboration and inquiry
44. In the Classroom
ď§Model decoding, meaning making, and
text analysis with digital think-alouds
ď§Use âshelteredâ activities to help students
negotiate multimodal texts
ď§Frolyc
ď§Teacher blogs and website links
ď§Map activities
ď§Create challenging activities to foster
collaboration and inquiry
46. Collaborative Activities
-What collaborative activities do you see
working well to build online reading
comprehension?
-How can readers transition between the
four roles (code breaker, meaning
maker, text user, text analyst) in the
context of a larger activity?
48. References
Bearne et al. 2007. Castek, Jill, L. Zawilinski, J. G. McVerry, W. I. O'Byrne, and D. Leu. (2008). The
new literacies of online reading comprehension.
Brumberger, Eva. (2011). Visual Literacy and the Digital Native: An Examination of the Millenial
Learner. Journal of Visual Literacy.
Dobson, Teresa, and J. Willinsky. 2009. Digital Literacy. In D. Olson and N. Torrance (Eds), Cambridge
Handbook on Literacy.
Henry, Laurie, J. Castek, W.I. OâByrne, and L. Zawalinski (2012). Using Peer Collaboration to Support
Reading, Writing, and Communication: An Empowerment Model for Struggling Readers. Reading and
Writing Quarterly, 28.
49. References
Hinrichsen, Juliet, and A. Coombs. 2013. The five resources of critical digital literacy: a framework for
curriculum integration. Research in Learning Technology, v. 21.
Littlejohn, A., Beetham, H., and McGill, L. 2012. Learning at the digital frontier: a review of digital
literacies in theory and practice. Journal of Computer Assisted Learning, 28:6.
Malloy, Jacquelynn, J. Castek, and D. Leu. 2010. Silent Reading and Online Reading Comprehension.
In Revisiting Silent Reading: New Directions for Teachers and Researchers, E. Hiebert and D.
Reutzel, eds.
Walsh, Maureen. 2010. Multimodal Literacy: What Does It Mean for Classroom Practice? Australian
Journal of Language and Literacy, 33:3.