Reading online offers new possibilities for learners who struggle with print-based reading. However, educators must recognize that reading online can be more challenging cognitively for students than print-based texts because they need a vast set of strategies to navigate the complex, varied, and ill-structured information on the Internet.
The latest findings from researchers such as Julie Coiro and Peter Afflerbach and Byeong-Young Cho confirm that students must still apply strategies used in print-based texts, but they must also apply modified and completely new strategies too. Students must use these strategies flexibly as they encounter different webpage structures, modes of information (text, images, movies, sound, etc.), and genres. In addition, Shenglan Zhang and Nell Duke have found that students must also adapt their strategies on the basis of their purpose for reading.
Unfortunately, mastering strategies and applying them flexibly can be particularly challenging for struggling readers. The number of strategies and the complexity of teaching students to use strategies flexibly can be overwhelming. Teachers can begin by teaching online reading strategies explicitly, modeling strategy use, engaging in think-alouds, and encouraging practice. These all are tips that I shared in a previous post and are worth exploring. However, today I want to share two specific lesson ideas for capitalizing on the varied strategies your students already bring with them to the classroom. These approaches recognize and celebrate strategies students already use and draw upon the collective knowledge of the class to support the growth of individual online reading strategy knowledge. The lessons will support all readers in developing and expanding effective online reading strategies, including struggling readers.
The Screencast Strategy Showcase. Students use a screencast tool (e.g., Jing, Screenr) to record themselves reading online in a task designed by the teacher while verbally thinking aloud about their online reading process for 2–5 minutes. In either whole-class or small-group format, students then share their screencast with peers, discussing and analyzing the different online reading strategies.
Tip: As students expand their online reading strategies, begin varying the reading tasks. For example, vary the reading purpose (e.g., locating specific information or generating background knowledge) or starting point (e.g., search engine or teacher-selected webpage).
Online Reading Fishbowl. In small-group format, a single student reads online in a task designed by the teacher while verbally thinking aloud about his or her reading process. The other students in the group observe the reader and record notes about strategies the reader used, noting specific online read strategies, strategy use variations by webpage or task, differences or similarities to their own strategies, strategy effectiveness, and questions for the reader. Students then share their notes, discuss, and analyze the online reading strategies observed that day.
Tip: The teacher should model the online reading fishbowl in whole-class format before moving to small groups. Students will need models of how to think-aloud if they are the fishbowl reader and how to record notes if they are the observer.
In both activities, teachers should provide a culminating activity where they draw explicit attention to knowledge gained about online reading strategies. Teachers and students should collectively record the knowledge gained to create visual cue cards that all readers can refer back to easily in future online reading activities. Teachers should also provide opportunities for students to practice online reading strategies that are new to them or strategies that are familiar but adapted to different websites or reading tasks.
Kara Sevensma is an assistant professor of Education at Calvin College in Grand Rapids, MI.