Online reading comprehension: from a theoretical model to the development of a Web tool
Article Sidebar
Published
Jan 1, 2010
Main Article Content
Abstract
This article aims to promote reflection on some crucial aspects of online reading comprehension. Examination of the Italian scenario regarding reading comprehension issues highlights a dramatic state of affairs, with a generation of students who have poor reading skills and are often unable to use simple cognitive strategies. The IREC model is proposed as a response to this critical situation, taking into consideration the key role which ICT can play. The aim of the model is to support the design of innovative web learning tools to meet present educational needs. The features and applications of the Gym2Learn system are described as an example of how the model can be applied. The article concludes with some considerations on the need to devise new educational strategies to improve students’ reading comprehension skills, and also to foster efforts to better understand the methodological and technological aspects involved in online reading comprehension.
Article Details
Section
Articles - Special Issue
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
References
Afflerbach P., Cho B. (2009). Identifying and Describing Constructively Responsive Comprehension Strategies in New Traditional Forms of Reading. In S. E. Israel, G. G. Duffy (eds.). Handbook of research on Reading Comprehension. Routledge New York and London, pp. 69-90.
Brown A.L., Brandsford J.D. Ferrara R.A., Campione J.C. (1983). Learning, remembering and understanding. In P. Mussen (eds.). Handbook of child psychology: Cognitive development, 3. NY: John Wiley, pp. 77-166.
Coiro J. (2005). Making Sense of Online Text: Four strategy lessons move adolescents beyond random surfing to using Internet text meaningfully. Educational Leadership, 63(2), pp. 30-35.
Coiro J., Dobler E. (2007). Exploring the online comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42, pp. 214-257.
Cornoldi C., De Beni R. (1993). Imparare a studiare. Trento: Erickson.
Giacoma G., Casali D. (2008). Design motivazionale. Usabilità Sociale e Group Centered Design. URL: http://ibridazioni.com/2008/11/01/designmotivazionale-usabilita-sociale-e-group-centered-design/ (ultima consultazione 15.02.2010).
Glover I., Xu Z., Hardaker G. (2007). Online annotation–Research and practices. Computers & Education, 49(4), pp. 1308-1320.
Hwang C.-Y., Wang C.-Y., Sharples M. (2007). A study of multimedia annotation of web-based materials, Computers & Education, 48 (4), pp. 680–699.
INVALSI-ALL (2006). Letteratismo e abilità per la vita: Indagine nazionale sulla popolazione italiana 16-65 anni URL: http://www.invalsi.it/download/All/Rapporto_Finale_ALL.pdf (ultima consultazione 15.02.2010).
ISTAT (2009). Cittadini e nuove tecnologie. URL: http://www.istat.it/salastampa/comunicati/non_calendario/20090227_00/testointegrale20090227.pdf (ultima consultazione 15.02.2010).
Leu D. J., Coiro J., Castek J., Hartman D. K., Henry L. A., Reinking D. (2008). Research on Instruction and Assessment in the New Literacies of Online Reading Comprehension. In C.C. Block, S. R. Parris (eds.). Comprehension Instruction: research-based best practices. New York: The Guildford Press, pp. 321-341.
Mishra P., Koehler M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6), pp. 1017-1054.
OECD-PISA (2007). Science Competencies for Tomorrow’s World Volume 1 – Analysis OECD. URL: http://www.pisa.oecd.org/dataoecd/30/17/39703267.pdf (ultima consultazione 15.02.2010).
Ottaviano S., Chifari A., Seta L., Chiazzese G., Merlo G., Allegra M. (2009) A new model for online reading comprehension research. In M. Bohanec et al. (eds). Proceedings of the 12th International Multiconference Information Society – IS 2009 (Ljubljana, Slovenia, 12-16 ottobre 2009). Institut JoÏef Stefan, pp. 440-443.
Schneider W., Pressley, M. (1989). Memory Development Between 2 and 20. NY: Springer-Verlag.
Spiro R.J. (2004). Principled pluralism for adaptive flexibility in teaching and learning. In R.B. Ruddell, N. Unrau (eds.). Theoretical models and processes of reading. Newak, DE: International Reading Association, pp. 654-659.
Xin C., Glass G. (2005). Enhancing online discussion through web annotation. In G. Richards (eds.). Proceedings of E-Learn 2005 (Vancouver, Canada, 24-28 ottobre 2005), pp. 3212-3217.
Brown A.L., Brandsford J.D. Ferrara R.A., Campione J.C. (1983). Learning, remembering and understanding. In P. Mussen (eds.). Handbook of child psychology: Cognitive development, 3. NY: John Wiley, pp. 77-166.
Coiro J. (2005). Making Sense of Online Text: Four strategy lessons move adolescents beyond random surfing to using Internet text meaningfully. Educational Leadership, 63(2), pp. 30-35.
Coiro J., Dobler E. (2007). Exploring the online comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42, pp. 214-257.
Cornoldi C., De Beni R. (1993). Imparare a studiare. Trento: Erickson.
Giacoma G., Casali D. (2008). Design motivazionale. Usabilità Sociale e Group Centered Design. URL: http://ibridazioni.com/2008/11/01/designmotivazionale-usabilita-sociale-e-group-centered-design/ (ultima consultazione 15.02.2010).
Glover I., Xu Z., Hardaker G. (2007). Online annotation–Research and practices. Computers & Education, 49(4), pp. 1308-1320.
Hwang C.-Y., Wang C.-Y., Sharples M. (2007). A study of multimedia annotation of web-based materials, Computers & Education, 48 (4), pp. 680–699.
INVALSI-ALL (2006). Letteratismo e abilità per la vita: Indagine nazionale sulla popolazione italiana 16-65 anni URL: http://www.invalsi.it/download/All/Rapporto_Finale_ALL.pdf (ultima consultazione 15.02.2010).
ISTAT (2009). Cittadini e nuove tecnologie. URL: http://www.istat.it/salastampa/comunicati/non_calendario/20090227_00/testointegrale20090227.pdf (ultima consultazione 15.02.2010).
Leu D. J., Coiro J., Castek J., Hartman D. K., Henry L. A., Reinking D. (2008). Research on Instruction and Assessment in the New Literacies of Online Reading Comprehension. In C.C. Block, S. R. Parris (eds.). Comprehension Instruction: research-based best practices. New York: The Guildford Press, pp. 321-341.
Mishra P., Koehler M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6), pp. 1017-1054.
OECD-PISA (2007). Science Competencies for Tomorrow’s World Volume 1 – Analysis OECD. URL: http://www.pisa.oecd.org/dataoecd/30/17/39703267.pdf (ultima consultazione 15.02.2010).
Ottaviano S., Chifari A., Seta L., Chiazzese G., Merlo G., Allegra M. (2009) A new model for online reading comprehension research. In M. Bohanec et al. (eds). Proceedings of the 12th International Multiconference Information Society – IS 2009 (Ljubljana, Slovenia, 12-16 ottobre 2009). Institut JoÏef Stefan, pp. 440-443.
Schneider W., Pressley, M. (1989). Memory Development Between 2 and 20. NY: Springer-Verlag.
Spiro R.J. (2004). Principled pluralism for adaptive flexibility in teaching and learning. In R.B. Ruddell, N. Unrau (eds.). Theoretical models and processes of reading. Newak, DE: International Reading Association, pp. 654-659.
Xin C., Glass G. (2005). Enhancing online discussion through web annotation. In G. Richards (eds.). Proceedings of E-Learn 2005 (Vancouver, Canada, 24-28 ottobre 2005), pp. 3212-3217.