What is different about Online Literacy?

Online reading is quite different from offline reading as suggested by Leu et al, in their article entitled “What is new about the New Literacies of Online Reading Comprehension.” (2007) Retrieved from http://www.newliteracies.uconn.edu/reading.html.
Interestingly, online reading skills seem to be best acquired through social exchange instead of formal, direct instruction. Web users synthesize text in two ways, as proposed by Leu et al. Firstly, they formulate a meaning from what they have read as they do when reading offline. Secondly, “they actively construct the texts that they read through the choices that they make about which sites to visit, which links to follow, whom they communicate with and whose messages they choose to read.” Leu et al, (2007) (p.13)

In addition to this, “…new comprehension skills appear in five areas: developing and important question, locating information online, critically evaluating information that readers locate, synthesizing across texts to determine a likely answer, and communication their discoveries to others.” (Coiro, 2006; Coiro & Dobler, in press; Henry, 2006; Leu, et.al, 2004)

Syndy Jahoor

Standardized testing vs Authentic assessment

Standardized Testing has its merits in ensuring that standards are met by schools. They can also give an indication of how individual students are performing within the schools so that areas of weakness can be identified and so specific resources may be allocated to these schools.

However, many questions about the validity and reliability of such tests in assisting and planning instructional goals have been raised. According to Koretz (2008), studies suggest that standardized teat scores may be higher than the students’ understanding of the material. Also research has not shown a link between increased standardized testing and increased reading achievement, (Afflerbach, 2004). In fact, studies have shown standardized testing to have the effect of catering positively to a minority of students while consequently leading to a portion of low income and minority students dropping out of school (Darling-Hammond 2003). Further compounding the effect of such tests on students is that they can diminish both their self-efficacy for learning and their motivation to attempt academic pursuits (Nichols & Berliner 2008).

For these reasons, Authentic Testing may be more suited to catering for individual students’ needs since it involves close and intensive teacher interaction with students, with ongoing assessment developed by teacher and students. Blogs and wikis can allow for this intensive interaction despite it being online. In such a situation the teacher makes qualitative judgments about students’ performance based how they respond to posts made by the teacher and other students and evaluation is continuous,to test understanding of course content. This is generally a more holistic method of gathering information about students’ performance and developing strategies to assist them in the classroom.

Reference
Vacca, R.T., Vacca, J.L., Mraz, M. Content area reading: Literacy and learning across the curriculum. 10th Edition (2010)

Syndy Jahoor

Evaluating Reading

The Informal Reading Inventory is a very useful tool in determining reading problems in students. Several inventories exist. Most are written to incorporate a country’s cultural setting, to ensure that students have some background knowledge on text’s subject matter. This evaluation instrument helps to determine a child’s Independent reading level, Instructional reading level, Frustration reading level and Potential reading level. This is determined after students read a passage and answer questions related to the passage. Students are evaluated on their fluency in reading as well as their ability to gather Literal and Inferential meaning from the passage read.

Some Specific Reading Difficulties that may be ascertained by using the IRI
1. Word by Word Reading
2. Incorrect Phrasing
3. Poor pronunciation
4. Omissions – Word endings, Words, Phrases, Sentences
5. Repetitions
6. Reversals
7. Insertions
8. Substitutions
9. Guessing at words
10. Pointing at words
11. Poor sight vocabulary – basic sight words not known
12. Phonic difficulties – letter sounds, blends, digraphs
13.Contractions not known
14. Poor comprehension skills – literal, inferential, creative/ critical

What is Comprehension?

Reading comprehension or text comprehension is not easily defined since it requires several skills. It is a complex activity. Comprehension may be regarded as the ultimate goal of reading.

Notwithstanding its complexities several authors have posited definitions of what comprehension is. Julie Coiro in the article Reading Comprehension on the Internet: Expanding our understanding of Reading Comprehension to Encompass New Literacies quoted the RAND Reading Study Group’s Report (2002) as defining reading comprehension as “the process of simultaneously extracting and constructing measuring through interaction and involvement with written language.”

Since the comprehension is the ultimate goal of reading, the other fundamental skills in reading are prerequisites for comprehending to take place. The ability to decode words and know their meanings in their contexts, because words carry different meanings depending on the context.

Teachers therefore must provide the learner with tools for skillful decoding. These include phonics skills, structural analysis, word-picture association and use of context clues. These tools can be reinforced by the reading of stories, and discussions on topics of interest as well as use of multimedia, such as videos, music digital stories, e books blogs and wikis. Parental involvement in these activities is an integral part of this process and the advent of new literacies allows for this.

To Read or Not To read

It has been found that children who have interests are engaged and that engaged thinkers and readers are better students (Guthrie & Humenick, 2004). This is so according to (Guthrie, Wigfield, Metsala, & and Cox, 1999) because children, who are motivated to read, spend more time reading than those who are less motivated. Unfortunately, many students are not motivated to read.
One research study took the form of a National Survey of motivation to read (Donahue, Daane & Yin, 2005). From this survey it was found that a large portion of fourth graders felt that reading was not a favourite activity and that they did not read frequently for enjoyment. Most of these students also related that they did not learn much from books and were not motivated to read, even if they are permitted to choose their own reading material. An even greater challenge may be found in getting students to read required content texts.
Authors Brozo & Flynt proposes the implementation of six evidence based principles in the content area classroom, which include: Elevating Self-Efficacy, Engendering Interest in New Learning Connecting Outside with Inside School Literacies, Making an Abundance of Interesting Texts Available, Expanding Choices and Options and Structuring Collaboration for Motivation.
Contained in these Principles is an overwhelming need for the teacher to create situations that build a perception of competence in the student and a belief that they have the ability to achieve meaningful results in an academic setting. Another major theme presented, is that students need not only possess the skill in reading but equally important is the will to read. This may be encouraged by the use of a variety of teaching strategies, using multiple forms of literacy. To do this, information may be taken from many sources, which students themselves may influence. An example of this is the use of new media; e-mailing, instant messaging, participating in chat rooms and blogs and video games.

Syndy Jahoor

Blogs and Silent Reading

Sustained Silent Reading (SSR) is a period set aside for students to read materials silently. There is a great debate on, as to whether silent reading is more effective in the teaching of reading than ‘read alouds.’ That argument is yet to be won. However, I believe that the use of blogs and wikis are more aligned with silent reading. Students post information on their blogs and comment on the teacher’s blog or those of their peers. They are required to read the posts and comment on them. This reading is typically silent reading. Thus, the concerns about this form of reading can also address that of blogs and wikis. Stahl (2004) noted several well-founded concerns and criticisms of
traditionally implemented SSR. The concerns sited include:
1. The absence of the teacher /student interaction in the reading of text.
2. Secondly, he condemned “the lack of teacher monitoring and accountability for whether or not students are actually reading during SSR time.”
The incorporation of web 2.0 in the syllabus would be of value but it must be monitored and have rules that govern how student teacher /interaction should take place.
One possible method of ensuring quality instruction is to practice Scaffolded Silent Reading of blogs and Wikis and to provide feedback wherever possible.

Reference:
Reutzel, Ray, D., Jones, D., Cindy, Fawson, C., Parker, and Smith, A., John, Scaffolded silent reading:a complement to guided repeated oral reading that works! The Reading Teacher, 62(3), pp. 194–207 (2008)

Quality Instruction through Blogs

"Effective teachers spend most of their day meeting with children in small-group settings, rather than whole-class settings, in order to provide differentiated instruction. The quality of small-group lessons with struggling readers must meet the same high standards as those with above-grade-level readers." (Allington,2006).
Allington, who has written extensively on motivating students to read and learn, suggests that one on one instruction be carried out for effective results. This may be particularly important when dealing with struggling readers. However, small group quality instruction is beneficial to all parties involved, the weak readers the strong ones and the teacher. The use of blogs can allow for this type of 'one on one' interaction between the teacher and the student. With proper teacher guidance, students can write their thoughts and feelings down and publish them, answer questions and comment on other's thoughts. Those who lack confidence to speak their answers can comfortably write them and know that their contributions have value and will be received, read and commented upon. This type of interaction not only compels the student to concentrate on the task at hand, but, also feel a sense of belonging and importance in the whole scheme of things. Through blog responses, teachers know what students are thinking and reading problems they may be encountering. This makes the teacher's job easier.

References:
Vlach , S., and Burcie, J., Narratives of the struggling reader. , 2010, The Reading Teacher, 63(6), pp. 522–525

Syndy Jahoor

Posting Pictures

I found this interesting picture on the following blog page http://embworkshop.wordpress.com/2007/03/28/a-creative-writing-activities/

I believe that it is quite a good stimulus for a vocabulary or comprehansion lesson, if it were posted on a blog. Images are such a great way to engage students and get them talking and writing and one such as this, would certainly draw some attention.

Use of images on blogs to teach comprehension for example, can provide appropriate external stimuli to attract attention and draw interest and very importantly motivate students to read and express themselves. The teacher, in this case, guides the student to discovery of the principles he/she wishes to teach.

References:

Waller, Gary, T., and MacKinnon, G.E. Reading Research, Advances in Theory and Practice; Volume 1, (1979)

Syndy Jahoor

Learning to Think

The Child's initial discoveries in concrete thinking include operations in classification and conservation (Piaget, 1962). T. Gary Waller and G.E. MacKinnon in their book Reading Research , Advances in Theory and Practice; Volume 1, (1979), describes this statement by Piaget as focus on the identifying of categories, classification of thoughts and ideas and recognizing similarities and differences between classes. Through this process of thinking development, the child learns to determine irregularities in his/ her environment.
In my opinion, this process of learning to think can be heightened and indeed sped up through the use of web 2.0 technologies, since one has to become proficient in that way of thinking, to decipher fact from fiction and to draw out pertinent information from a virtual sea of knowledge.
Waller and MacKinnon proceed to suggest that if teachers and students are to complement each other in this learning process where “the child becomes an active participant in observing, manipulating, deciding and explaining.” The teacher is the questioner and the listener “who devises situations, selects and presents materials and expects and permits the child to invent, explain and defend his decisions” – at times from the illogical to the logical. Web 2.0 applications can most certainly create a situation that allows for this kind of independent thinking and interactive learning to take place.

Reference:
Waller, Gary, T., and MacKinnon, G.E. Reading Research, Advances in Theory and Practice; Volume 1, (1979)

Syndy Jahoor

Teaching the basics about new literacies

I find using the new technology learnt in ICT class to be very interesting and also quite empowering. I however have some concerns about whether we are paying enough attention to the way in which students acquire information online, considering the ones who have reading difficulty offline will ultimately become frustrated attempting to read information online. While we may be able to teach use of search engines, blogs and wikis by demonstrating to students, navigation through these new forms of technology, we must consider many weak readers may have never even accessed the internet. Further more, we must find innovative methods to teach online reading before even venturing into the use of blogs etc. The Rand Reading Study Group (2002) concluded, “… accessing the Internet makes large demands on individuals’ literacy skills; in some cases, this new technology requires readers to have novel literacy skills, and little is known about how to analyze or teach those skills.” (p. 4).The following site contains an interesting article on reading comprehension:- http://www.newliteracies.uconn.edu/pub_files/What_is_new_about_new_literacies_of_online_reading.pdf