1	Online Reading Strategies Debbie Abilock NoodleTeach: Teaching Intelligently http://www.NoodleTools.com
2	Online Reading Strategies Why should I teach them? What does it look like? How do I teach them?
3	Why teach online reading…? 52% of UK households (12.9 mil.) access the Internet from home¹ 1.07 billion projected 2005 online worldwide² 124% growth in Europe 2000-2004³ 2 mil. American children ages 6-17 have their own personal Web sites⁴
4	…and struggling readers benefit + Engagement highà they persist + Authentic audience + Multi-sensory input + Audio of a text + Visual of a concept + Enlarge text size - Distract or disorient
5	What is reading comprehension? Reading comprehension is an interactive process of purposefully extracting and constructing meaning from various texts and formats motivated by a need or interest.
6	What do I mean by “reading achievement”? Skills measured on reading tests? Applied reading comprehension?
7	Reading test skills Schools with strong school library programs show average reading test gains of between 10-18% When the librarian collaborates with teachers, reading test scores rose between 8-21% “Summer Loss” – test scores decline among those without books (e.g., low SES)
8	Reading comprehension skills When kids have access To collections they want to read (personally relevant) Quantity Backgrounds reflected Interests represented When kids have right to choose When kids have time to develop the reading habit
9	Reading comprehension achievement Discussions in and out of class Authentic uses for reading Reading is a valued behavior Materials are not segregated Reading levels are not barriers Reading is modeled by adults Access during summers
10	Online interactions support reading Join affinity groups Collaborate Give opinion, vote Test understanding Coauthor
11	If these are online reading behaviors… Speed and skim Prefer clicking to scrolling Snatch and grab Mistake ads for content Mine-sweep for sounds, action Avoid verbose pages (esp. boys) Give up when navigation is confusing
12	Teach students to... activate prior knowledge Previewing (e.g. Clusty) What prior knowledge is useful? Content Language patterns Characteristics of this medium Hierarchical – Open Directory Project Webbed News – World News Network Linear – Metropolitan Museum of Art Timeline Print analogs – Table of Contents
13	Teach students to... recognize nonfiction text patterns Sequential – Chicago Academy of Science Enumerative - Popular Magazine Cause and effect – Smog City Description – Classical music Problem/solution – Last Minute Strategies Compare/contrast –Infonation Interactive – National Geographic Multiple media - BBC
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15	Teach reader response theory online Passive readers buttons breadcrumbs browse Strategic readers site index contents search
16	If readers speed and skim… Teach types of hyperlinks Definition Help Related topic Next topic Activities Webmaster Privacy statement Breadcrumbs, tabs
17	If readers click and minesweep, teach types of nonfiction elements Nonfiction print Symbols Photographs Cartoons Captions Typographic signals Multimedia Audio Video Virtual reality Advertisements
18	If readers mistake ads for content, teach them types of searches and results Electronic databases Hierarchical subject guides Search engines
19	If they are reading too quickly… Teach oral think alouds Discuss it with a partner Jigsaw with a group Ask them to use thinking tools Teach them recording strategies
20	"Semantic Mapping to understand the..." Semantic Mapping to understand the relationships of concepts to a key word Webbing Inspiration Grokker, Mooter Visual Thesaurus
21	"Notetaking to record author’s words" Notetaking to record author’s words, summarize what it means, tease out what the reader thinks Chunking Cut-and-paste techniques Online tools - Furl Newsblaster activity
22	"Annotating to respond," Annotating to respond, identify main ideas Post-its, underlining, writing Citations with annotations
23	If they don’t understand… Teach them how to monitor and repair their comprehension
24	Teach repair strategies like… Predict Stop and ask “Does that make sense?” Reread Read ahead Locate and state the main idea Use context clues, visual cues Clarify by summarizing your misunderstanding Ask a question about what is confusing Define essential words Construct a mental image Reorganize and reprocess the information Think aloud
25	Teach reading strategies aligned with information literacy strategies Question the text/author Interpretative Inferential Metacognitive Contextual, historical Resistant – Global Warming Evaluate, make judgments Point of view, audience, publisher Accuracy Authority – RYT Hospital
26	General guidelines for teaching strategies Plan - select texts and tasks that match the curriculum Model - using “think alouds” and mini-lessons. Provide scaffolding by using a second text, gradually releasing responsibility to the students Reinforce thinking about using strategies How did you figure that out? How do you know? Does that make sense? If not, why not? Remind readers of strategies
27	If you want them to learn well, ask them to apply their knowledge What do I know? How do I know it? Why do I care? How will I show it? What will I do next? What will I do next time?
28	“Immersive listening”
29	Online Reading Strategies From “21^st Century Literacies: Tools for Reading the World” NoodleTeach: Teaching Intelligently http://www.NoodleTools.com debbie@noodletools.com