Running head: ONLINE READING COMPREHENSION

Support for Online Reading Comprehension Kristen N. Borge East Carolina University

ONLINE READING COMPREHENSION Abstract As technology integration in schools becomes more prevalent, it is vital that educators support the development of online reading comprehension. In order to do so, teachers need to understand how reading online text is different from reading traditional text, as well as what

strategies are essential in order for successful online reading comprehension. The purpose of this paper is to explain how online text differs from printed text, explore research on strategies that foster online reading comprehension, and reflect on the implications of this research for classroom teaching. Keywords: reading comprehension, research education, 21st century literacy,

ONLINE READING COMPREHENSION The National Center for Education Statistics reported that, in 2009, 97% of classrooms

contained at least one computer, and 93% of those computers had Internet access (Gray, Thomas, & Lewis, 2010). Researchers know a vast amount about the processes adept readers use to successfully comprehend text. Numerous studies have confirmed proficient readers are able to use a variety of strategies with flexibility, such as make connections to prior knowledge, predict, reread to answer questions, and evaluate ideas and themes, in order to achieve adequate comprehension of a text (Morrow & Gambrell, 2011; Coiro & Dobler, 2007). However, are the strategies needed to construct meaning the same for both traditional printed and Internet text? If not, should there be a framework to teach online reading comprehension strategies in order to effectively prepare students in this digital age? The purpose of this paper is to appraise the differences between traditional text and online text and examine the research in the strategies necessary for online reading comprehension in order to determine the ramifications of this research on classroom teaching. As the Internet becomes an increasingly integral part of education and existence in the 21st century, it is essential that teachers understand the challenges of reading in an electronic environment. Online reading requires readers to comprehend interactive texts that include hyperlinks, icons, video clips, music, and animation (Coiro & Dobler, 2007; Shenglan & Duke, 2008). Whats more, printed text is read sequentially; at least in the English language, readers read from top to bottom and from left to right (Fisher, Lapp, & Wood, 2011). Conversely, reading online text is not a linear process; it is responsive and three-dimensional (SutherlandSmith, 2002). Text is layered by way of hyperlinks that connect related passages and provide readers with choices for negotiating meaning (Us-Juan & Ruiz-Madrid, 2009). These choices result in multiple routes that require the reader to evaluate what is essential information in order

ONLINE READING COMPREHENSION to reach an understanding. Under these conditions, it is safe to say online reading comprehension necessitates distinctive skills that go beyond those needed to interpret printed text. Consequently, it is imperative to analyze and implement research results that inform instructional practices aimed at deepening online reading comprehension. Research in Online Reading Comprehension With this in mind, researchers have sought to determine what comprehension strategies need more attention when reading online texts. For example, Fisher, Lapp, and Wood (2011) discovered strategies skilled readers use to interpret details did not transfer between printed and online text. The authors conducted a study of one hundred eighth-grade students reading the same texts online and in print. What they found was that online readers did equally as well comprehending the main idea of the text, but performed statistically lower when answering questions about supporting details. This suggests there are certain comprehension strategies for interpreting details that are not inherently utilized when readers are browsing online text. The detail-oriented questions that were missed by the students reading the online text required readers to use strategies such as predicting, inferring, and visualizing (Fisher, Lapp, & Wood, 2011). In a similar study, researchers compared the reading comprehension of two groups of students taking English as a Foreign Language at a Spanish university (Us-Juan & RuizMadrid, 2009). The participants of this study were administered a reading comprehension test, with half of the students taking the test online, and half taking a printed version of the test. However, this study focused specifically on whether or not the hyperlinks included in the online version of the test had an effect on reading comprehension. The majority of participants in the

ONLINE READING COMPREHENSION study who completed the online version of the test reported that the hyperlinks were useful in gaining comprehension of the text. Interestingly, and in contrast to the aforementioned study of deep reading online, Us-Juan and Ruiz-Madrid (2009) found no significant difference in performance on the two tests. The types of questions asked could account for the different results, as the Fisher, Lapp, and Wood (2011) study focused specifically on main idea versus detail questions in online text. Based on a strategy questionnaire, the university students who

took their test online reported employing a wider range of strategies, such as asking questions, finding answers to a question, and guessing unknown words in context more frequently (Us-Juan & Ruiz-Madrid, 2009, p. 71). This demonstrates that while students performed equally well on the tests, the students who completed the test online used strategies differently than the students who read a printed version of the test, certainly suggesting that online reading comprehension requires a set of skills more complex than what is needed to comprehend printed text. When discussing online reading, another important aspect to consider is the use of strategies to find and evaluate information on the Internet. Twenty-first century learners need to understand how to verify the authenticity of a wide range of sources (Morrow & Gambrell, 2011). This strategy is crucial when searching for information and research indicates is often exclusive to online reading. Sutherland-Smith (2002) discovered students were more likely to question the authority of online texts, while at the same time taking the word of printed texts as absolute. Furthermore, students also indicated a compulsion for instant results in Web searches and became frustrated when search yields were not immediately successful (Sutherland-Smith, 2002). The author attributes this perception to the nature of Web text, stating students adopted a snatch-and-grab philosophy when finding information online (Sutherland-Smith, 2009, p.

ONLINE READING COMPREHENSION 664). She recommends teaching this technique as an element of online reading comprehension to guide students deciphering the immense amount of material available on the Internet (Sutherland-Smith, 2009). These findings emphasize necessary instructive support for students using the Internet for research.

Coiro and Dobler (2007) also analyzed the strategies used by sixth-grade students to read online text and search for information. Students were asked to think-aloud while searching for answers to literal and inferential questions in the context of an informational website (Coiro & Dobler, 2007, p. 225). Then participants were required to find answers to two open-ended questions using a search engine. Successful Internet reading experiences appeared to require more complex application of prior knowledge of the topic, as well as text and website structures. For instance, online reading called for students to have sufficient familiarity with the organizational structure of websites, as well as navigational icons, interactive multimedia, and browser toolbars (Coiro & Dobler, 2007, p. 230). Additionally, Internet text required readers to make predictions each time they were confronted with a hyperlink and evaluate the relevance of a search engine inquiry. If the hyperlink did not uncover the answer they were looking for, readers needed to self-regulate their comprehension and find another approach. Similar results were reflected in a study of adult Internet users (Shenglan & Duke, 2008). The participants, comprised of university students and employees, completed three reading tasks online with different purposes, such as acquiring knowledge and entertainment, in mind. The participants then reported their processes. The strategies the participants used to comprehend Internet reading were identified, and commonalities were analyzed. These strategies included evaluating the elements of a URL, selecting the search engine, choosing query words, using search engine features, reading search engine results pages, selecting links to pursue, and

ONLINE READING COMPREHENSION identifying the relevance of Web sites, as well as a conscious decision on the part of the reader to ignore embedded advertisements (Shenglan & Duke, 2008, p. 154). In both this case and the Coiro and Dobler (2007) study of sixth-grade students, researchers were able to conclude that effective Internet readers of all ages actively employ strategies unique to online text and the purpose for reading. Implications These discoveries have numerous ramifications for classroom teachers. Research demonstrates strategies readers use to understand details in printed text do not necessarily work

for readers reading an online text (Fisher, Lapp, & Wood, 2011). Additionally, Coiro and Dobler (2007) and Shenglan and Duke (2008) established that successfully locating and reading informational text online requires readers to consider purpose, use prior knowledge, and make predictions to an extent that printed text does not. And while studies have shown that many of the strategies used to successfully comprehend online text are similar to those used in printed text, as demonstrated by the Spanish university students strategically reading hypertext, students also need explicit instruction in how to apply specific skills to online reading. To illustrate, Guinee, Eagleton, and Hall (2003) found that when using the Internet to search for information, adolescents tend to start with what they know by phrasing inquiries as if they were posing a question rather than searching for keywords. When search results were unsuccessful, the students ultimately fell back on printed text. Likewise, Sutherland-Smith (2002) discovered students perceive online reading as different from reading printed text, and that students require additional support in order to successfully navigate Internet texts. In other words, there are specific strategies that should be noted before students are expected to use the

ONLINE READING COMPREHENSION Internet for research. It is apparent that it cannot be assumed the model for teaching traditional reading comprehension strategies will suffice for online reading comprehension strategies as well. In order to competently use online resources, students need to be taught a model for transacting with online text and the ways reading on the Internet is different from printed text. Researchers have ascertained various factors relevant to instruction in online reading comprehension. Shenglan and Duke (2008) discovered that experienced online readers use a number of strategies that are dependent on their purpose for reading to efficiently interpret online text, just as Guinee, Eagleton, and Hall (2003) and Coiro and Dobler (2007) learned strategies used by adolescents when using the Internet to find information. Fisher, Lapp, and Wood (2011) found that certain strategies were lacking for understanding details in online text. Awareness of strategies that are required by Internet text can be helpful in setting goals for online reading in the classroom, as well as developing interventions to improve online reading comprehension. After analyzing the perceptions of sixth-grade students regarding reading online, SutherlandSmith (2002) developed a list of themes for teaching Internet text, which included focus on refining keyword searches, defining clear guidelines, and planning to overcome frustration with technology. Using strategies such as these as teaching points could create opportunities to incorporate technology and prevent many of the issues that students inexperienced with computers might face. Indeed, all of these cases point to the need for explicit instruction in online reading comprehension. Conclusion

ONLINE READING COMPREHENSION Research supports the notion the skills and strategies needed for online reading comprehension, while similar to traditional reading comprehension, are more complex and require consideration for successful technology integration in school. As an educator, it would be neglectful not to make a concerted effort to include instruction in online reading

comprehension in a comprehensive twenty-first century literacy program. As computers are now a fundamental part of most classrooms, students must gain competencies allowing them to read, interpret, and evaluate online texts if they are to thrive in their educational experience. Reflection After studying the research in online reading comprehension, I understand the type of support I need to provide my students if I expect to fully utilize technological opportunities in my classroom. I now appreciate the demand for a model to teach online reading strategies, especially when it comes to using the Internet for research. Prior to this understanding, I was not prepared for the problems I faced when I asked students to research topics in the computer lab, or even use a word processor to type assignments. Much like what I found in my research, many students were not familiar with the format for posing search inquiries, and I had no idea how online reading, especially in this regard, was different from traditional reading. For instance, an issue I did not anticipate was the lack of prior knowledge as far as finding information online. Rather than using search engines, several students tried to type their queries into the URL bar on their browser. As for word processing, I understand how necessary it is to familiarize students with a program before assuming they will be able use it to produce anything. Had I expected these types of challenges, I could have planned to teach students ahead of time the process for finding and evaluating Web resources, how to sort through multiple pages of information, and how to use a word processor to compose original text.

ONLINE READING COMPREHENSION I plan to use my new understandings to develop a list of strategies to teach students before allowing them independent working time in the computer lab or in my classroom. I believe I can use an established collaborative environment to the advantage of learning online reading comprehension strategies and computer skills, as students come to me with widely

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varying experience with computers and the Internet. Many of my sources emphasized the need to teach students how to navigate hyperlinks so they do not get overwhelmed by the amount of information available, and I think students who use the Internet at home would make effectual teachers for those students who do not and need extra help. As online reading comprehension is at the center of new literacy and 21st century learning, socially constructed ideas and collaboration are going to be essential parts of any effective and forward thinking literacy curriculum.

ONLINE READING COMPREHENSION References Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by

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sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly. 42, 214-257.

Fisher, D., Lapp, D., & Wood, K. (2011). Reading for details in online and printed text: A prerequisite for deep reading. Middle School Journal, 42(3), 58-63. Retrieved from EBSCOhost. Gray, L., Thomas, N., & Lewis, L. (2010). Teachers use of educational technology in U.S. public schools: 2009 (NCES 2010-040). Washington, D.C.: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Guinee, K., Eagleton, M. B., & Hall, T. E. (2003). Adolescents Internet search strategies: Drawing upon familiar cognitive paradigms when accessing electronic information sources. Journal of Educational Computing Research, 29(3), 363-374. Morrow, L.M., & Gambrell, L.B. (Eds.). (2011). Best practices in literacy instruction (4th ed.). New York, N.Y.: The Guilford Press.

Shenglan, Z., & Duke, N. K. (2008). Strategies for Internet reading with different reading purposes: A descriptive study of twelve good Internet readers. Journal of Literacy Research, 40(1), 128-162. doi:10.1080/10862960802070491

Sutherland-Smith, W. (2002). Weaving the literacy Web: Changes in reading from page to screen. Reading Teacher, 55(7), 662. Retrieved from EBSCOhost.

ONLINE READING COMPREHENSION Us-Juan, E., & Ruiz-Madrid, N. (2009). Reading printed versus online texts. A study of EFL

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learners' strategic reading behavior. International Journal of English Studies, 9(2), 59-79. Retrieved from EBSCOhost.