Готові списки джерел за темами / Online reading comprehension

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Добірка наукової літератури з теми "Online reading comprehension"

Автор: Grafiati

Опубліковано: 10 березня 2023

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Статті в журналах з теми "Online reading comprehension"

Coiro, Julie. "Online reading comprehension: challenges and opportunities." Texto Livre: Linguagem e Tecnologia 7, no. 2 (September 24, 2014): 30–43. http://dx.doi.org/10.17851/1983-3652.7.2.30-43.

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ABSTRACT: This paper details a number of challenges and opportunities for today’s learners when reading for information on the Internet. After defining online reading comprehension from a new literacies perspective and how it appears to be different than offline reading comprehension, I highlight details about four of the biggest challenges for today’s learners. These include 1) understanding and becoming proficient with the new literacy skills and practices needed for online research; 2) developing a special kind of digital wisdom that focuses on learning how to learn with the Internet; 3) taking on new roles in a digital culture that expects learners to actively participate and contribute with new knowledge as a member of their community; and 4) developing positive attitudes toward using the Internet for academic work. The second part of the paper shares examples of how skilled online readers can use the steps of online inquiry to think more deeply about topics that interest them; develop a personal voice as they share ideas with others; and work collaboratively to build meaning and new digital products that enable them to make a difference in their world, or matter. You can explore the research and resources from this presentation in more depth at <http://coiroevidosol.wikispaces.com/>.KEYWORDS: online reading comprehension; online inquiry; digital literacy; reading on the Internet; online readers. RESUMO:Este artigo detalha alguns desafios e oportunidades para o aprendiz contemporâneo, quando ele lê para obter informações na Internet. Depois de definir a compreensão da leitura online pela perspectiva dos novos letramentos e de mostrar como ela parece se diferir da leitura do impresso, eu destaco detalhes a respeito de quatro dos maiores desafios para os aprendizes na atualidade. Eles incluem: 1) compreender e se tornar proficiente nas habilidades dos novos letramentos e nas práticas necessárias para a pesquisa na Internet; 2) desenvolver um tipo especial de conhecimento digital que focaliza o aprender a aprender com a Internet; 3) a assumir novos papéis na cultura digital que espera que alunos, como membros de uma comunidade, participem ativamente e contribuam com ela trazendo novos conhecimentos; e 4) o desenvolvimento de atitudes positivas em relação ao uso da Internet para o trabalho acadêmico. Na segunda parte do artigo compartilho exemplos de como leitores de Internet habilidosos podem usar as etapas da pesquisa online para pensar mais profundamente sobre temas que interessam a eles; como podem desenvolver sua própria voz quando eles trocam idéias com outras pessoas; e de como eles podem trabalhar de forma colaborativa para construir sentidos e produtos digitais que lhes permitam fazer a diferença em seu mundo, ou naquele assunto. Você pode explorar a pesquisa e os recursos usados nesta apresentação de forma mais aprofundada no <http://coiroevidosol.wikispaces.com/>.PALAVRAS-CHAVE: compreensão da leitura on-line; pesquisa on-line; letramento digital; leitura na Internet; leitores online.

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Syafii, Muhammad Lukman. "Using Online Short Stories to Improve the Reading Comprehension Ability." Register Journal 11, no. 2 (November 29, 2018): 168. http://dx.doi.org/10.18326/rgt.v11i2.168-191.

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Abstract Reading materials can be obtained from many sources, like storybooks, magazines, and the Internet. Online Short Stories is one of the Internet resources with images and sound and quizzes. This study was aimed at benefiting these readily used materials to improve the eighth graders’ reading comprehension of narrative texts. The Online Short Stories are combined with five worksheets that consist of guiding questions on comprehension, namely: Self Monitoring Card, Key Concept, Story Map, Reading Journal, and Reading Log which are used for intensive and extensive reading activity. This study implemented classroom action research design and had taken 34 eighth graders of MTs Al-Islam Joresan Mlarak Ponorogo as the subjects 2017/2018 academic year. Based on the results of the students’ tests as well as their on-going assessments, it is found out that the students’ reading comprehension was gradually improving. It means that there was a positive effect of using Online Short Stories towards the students’ reading ability. The result shows that the combination of materials and worksheets that were implemented in both cooperative and individual learning had facilitated the students in improving their reading comprehension ability, as well as their social skills. Therefore, it is very important to implement this strategy to order to improve the students’ reading comprehension. Keywords: Online Short Stories, Improvement, Reading Comprehension Ability

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Coiro, Julie. "Predicting Reading Comprehension on the Internet." Journal of Literacy Research 43, no. 4 (October 12, 2011): 352–92. http://dx.doi.org/10.1177/1086296x11421979.

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This study investigated the extent to which new reading comprehension proficiencies may be required when adolescents read for information on the Internet. Seventh graders ( N = 109) selected from a stratified random sample of diverse middle school students completed a survey of topic-specific prior knowledge and parallel scenario-based measures of online reading comprehension. Standardized reading comprehension scores were also collected. Results indicated performance on one measure of online reading comprehension accounted for a significant amount of unique variance in performance on a second measure of online reading comprehension after controlling for standardized test scores of offline reading comprehension and topic-specific prior knowledge. Furthermore, there was an interaction between prior knowledge and online reading comprehension, such that higher levels of online reading comprehension skills may help compensate for lower levels of topic-specific prior knowledge when adolescents are asked to locate, critically evaluate, synthesize, and communicate information using the Internet. The author discusses a series of alternative interpretations of the data as well as their implications for literacy theory and research.

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Setiyadi, Ruli, Uus Kuswendi, and Muhammad Ghiyats Ristiana. "Learning of Reading Comprehension through Reading Workshop in the Industry 4.0." Mimbar Sekolah Dasar 6, no. 2 (July 30, 2019): 160. http://dx.doi.org/10.17509/mimbar-sd.v6i2.17397.

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Reading comprehension is still considered as a part of new literacy required to encounter the Industry 4.0. Reading comprehension in this era is related to reading the data presented in technology. In addition to students’ ability to understand readings, students sort positive and negative information in a reading through reading comprehension. Students can also get used to utilize the internet access to read various information and stories. Therefore, the presence of the Industry 4.0 is considered to not have negative effects on students. This research focuses on examining the online magazine-based reading workshop model towards the improvement of fourth grade students’ reading comprehension skills. The research employed quasi experiment methods with a nonequivalent group design. The research sample was selected purposively from fourth grade students in primary schools in Cimahi City. The data were collected using the test of reading comprehension skills and were analyzed using inferential statistics with the assistance of the SPSS 21.0 program. Through this research, the researchers are expected that the online magazine-based reading workshop model has an effect on the improvement of the fourth-grade students’ reading comprehension skills.

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Reading comprehension is still considered as a part of new literacy required to encounter the Industry 4.0. Reading comprehension in this era is related to reading the data presented in technology. In addition to students ability to understand readings, students sort positive and negative information in a reading through reading comprehension. Students can also get used to utilize the internet access to read various information and stories. Therefore, the presence of the Industry 4.0 is considered to not have negative effects on students. This research focuses on examining the online magazine-based reading workshop model towards the improvement of fourth grade students reading comprehension skills. The research employed quasi experiment methods with a nonequivalent group design. The research sample was selected purposively from fourth grade students in primary schools in Cimahi City. The data were collected using the test of reading comprehension skills and were analyzed using inferential statistics with the assistance of the SPSS 21.0 program. Through this research, the researchers are expected that the online magazine-based reading workshop model has an effect on the improvement of the fourth-grade students reading comprehension skills.

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Sunani, Sunani, Muhammad Nadjmudin, Ely Yeni, and Herman Herman. "Teaching Critical Reading Through Online." Jurnal Pendidikan Bahasa Inggris undiksha 9, no. 1 (February 11, 2021): 9. http://dx.doi.org/10.23887/jpbi.v9i1.30012.

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The literacy ability of Indonesian children is lower than children in other countries. In addition, students' vocabulary mastery is low. Even though the teacher had given vocabulary instruction to the students during the reading comprehension class, they still translated the text word by word into Indonesian. This study analyzes the effect of online learning on the acquisition of critical reading among students. This study used a pre-experimental study without a control group. Tests for the validity and reliability of reading comprehension texts and vocabulary tests were conducted before the test involving 40 participants. The technique used to collect data is a test. Validity and reliability were measured using some of the same texts used as pre-test and post-test. The pre-test and post-test scores were analyzed by Wilcoxon statistical analysis to test their reading scores before and after the intervention on the same subjects. The findings from the t-test revealed that the critical reading intervention was beneficial for students. Further studies showed that the instructional intervention adopted could help them improve their reading comprehension performance. These findings are expected to provide a teaching model that responds to the typical rise of today's online learning.

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Grindle, Corinna, Olivia Kurzeja, Emily Tyler, Maria Saville, J. Carl Hughes, Richard P. Hastings, and Freddy Jackson Brown. "Teaching Children with Autism Reading Comprehension Skills using Online Reading Instruction: Preliminary Evaluation of Headsprout Reading Comprehension®." Journal of International Special Needs Education 23, no. 1 (April 1, 2020): 1–12. http://dx.doi.org/10.9782/jisne-d-17-00008.

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Abstract Children with autism often exhibit difficulties with reading comprehension. Recent studies have demonstrated positive outcomes for typical learners from the internet-based reading comprehension program, Headsprout Reading Comprehension®. In the present study, a preliminary evaluation of HRC was conducted with six children with autism. The primary aim was to investigate whether it would be feasible to use HRC with children with autism and whether any adaptations to the standard teaching procedure and extra support would be needed. A secondary aim was to investigate the potential of HRC to improve reading comprehension skills. The study used a multiple case series design with six children. Results are discussed with reference to increased reading comprehension ability in the six children and the practical strategies required to support children with autism so that they may benefit from the program.

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Tsai, Shuo-Chang, Shu-Yu Wang, and Hui-Ping Lai. "Evaluating Learning Effectiveness towards Online Learning: Application of Design Thinking and Reading Comprehension for Case Reading on Economic Issues during COVID-19." International Journal of Education and Practice 10, no. 3 (September 30, 2022): 287–99. http://dx.doi.org/10.18488/61.v10i3.3143.

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This study focuses on developing an effective online teaching strategy to improve students' cognition engagement and application ability by applying design thinking and case readings on current economic issues for private university students in Taiwan during the COVID-19 pandemic. The teaching method combines design thinking and the reading comprehension process by the two principles of divergence and convergence. The design thinking method provides stepwise guidance for building understanding and analyzing competence on current economic issues. The reading comprehension process strengthens students' reading skills and learning capability. This combination increases student engagement and concentration in economic case readings during online learning. The research participants comprised 189 first-year students studying economics courses. After implementing the innovative teaching strategies, the results show that the more students are involved in frequent readings, the better are their economics semester grade. The findings revealed that their post-quiz scores improved significantly, and the semester grade increased by 3.44 points. Increasing the reading engagement on current economic issues cases also affected the learning outcomes for absentees. Using design thinking to introduce case reading comprehension, empathy has been suggested as an essential factor affecting the effectiveness of reading learning. This theoretical model can offer directional insights and guidance on developing an effective strategy in online economics education.

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Macedo-Rouet, Mônica, Jean-François Rouet, Isaac Epstein, and Pierre Fayard. "Effects of Online Reading on Popular Science Comprehension." Science Communication 25, no. 2 (December 2003): 99–128. http://dx.doi.org/10.1177/1075547003259209.

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Tseng, Sheng-Shiang, Hui-Chin Yeh, and Shih-hsien Yang. "Promoting different reading comprehension levels through online annotations." Computer Assisted Language Learning 28, no. 1 (September 5, 2014): 41–57. http://dx.doi.org/10.1080/09588221.2014.927366.

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Дисертації з теми "Online reading comprehension"

Baker, Ryan Chaparro Barbara. "The effects of multiple column online text on reading speed, reading comprehension, and satisfaction." Diss., Access through your commercial service, 2005. http://il.proquest.com/products_umi/dissertations/.

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Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences.
"May 2005." Title from PDF title page (viewed on August 8, 2006). UMI number: AAT 3189236 Thesis advisor: Barbara Chaparro. Includes bibliographic references (leaves 73-80).

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Bowyer-Crane, Claudine. "The relationship between reading comprehension and online inference generation in children." Thesis, University of York, 2002. http://etheses.whiterose.ac.uk/14165/.

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Salazar, Anne Bolls Paul David. "The effects of text complexity and complex graphical elements on readers' text comprehension of online science articles." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6565.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on December 18, 2009). Thesis advisor: Dr. Paul Bolls. Includes bibliographical references.

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Holleran, Theresa Ann. "Use of strategies for the comprehension and retention of nonfiction text in computer environments." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1070467121.

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Åkerblom, Rikard. "Framtidens läsande i skolan. Traditionellt eller digitalt? : En studie om skillnader i traditionell bokläsning kontra digitalt." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72266.

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The purpose of this study was to investigate distinctive factors when using digital literature against traditional textual literature as well as students' view of reading in digital form to-wards traditional written text. The theoretical starting points for learning in this study are based on the pragmatic and socio-cultural perspective. The results reported in this study have been derived from the data collection methods observation, questionnaire and a reading com-prehension test. The study is performed in four grade 3 classes. The results of this study indi-cates that the participating pupils' attitudes are more favourable to traditional reading than to reading with digital reading media.
Syftet med denna studie var att undersöka särskiljande faktorer vid nyttjande av digital littera-tur gentemot traditionell textad litteratur samt elever syn på läsande i digital form gentemot traditionell skriven text. De teoretiska utgångspunkterna för lärande i studien, utgår från de pragmatiska samt sociokulturella perspektiven. De resultat som redovisas i studien har utkom-mit från datainsamlingsmetoderna observation, enkät samt ett läsförståelsetest. Studien är ut-förd i fyra årskurs 3 klasser. Resultaten av denna studie pekar på att de deltagande elevernas attityder är mer gynnsamma mot traditionell läsande än mot läsning med digitalt läsmedia.

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Drobisz, Jack. "The Effects of Arousal Presented by a Pedagogical Agent on English Language Learners' Situational Interest, Cognitive Load and Reading Comprehension in Online Reading Tasks." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6695.

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This research examined how four different animated pedagogical agent implementations, which focus on perceptual and inquiry arousal conditions of attention as defined in Keller’s ARCS model of motivational design (Keller, 2009), impact English language learners' situational interest, cognitive load, and reading comprehension in online readings tasks. Animated pedagogical agents (APA) are computer characters embodied with speech, gestures, or movement (Sweller, Ayres, & Kalyuga, 2011), which according to cognitive-affective theory of learning with media (CATLM; Moreno, 2005; Moreno & Mayer, 2007), can provide a mechanism for triggering situational interest in reading materials through different arousal conditions. In this study, perceptual arousal and inquiry arousal were implemented in two different levels within four APA conditions: high perceptual arousal and high inquiry arousal condition, high perceptual and low inquiry condition, low perceptual and high inquiry condition, and low perceptual and low inquiry condition. Study outcome variables included situational interest, cognitive load, and reading comprehension. Situational interest is a psychological construct defined as a specific person-to-topic relationship, which is triggered by the instructional environment during the first stage of a 4-phase model of interest development (Hidi & Renninger, 2006; Krapp, 2002). In this study, situational interest was operationally defined as a self-reported degree of attention and an affective reaction to environmental stimuli; situational interest was measured using a 6-item, 5-point Likert-scale instrument adopted from Rotgans and Schmidt’s (2011b) experiment. Cognitive load is defined in cognitive load theory as a mental effort in working memory, part of which may contribute to formation of mental schemas in long-vi term memory structures (Sweller et al., 1998, p. 259). In this study, three types of cognitive load were examined, including extraneous cognitive load, intrinsic cognitive load, and germane cognitive load. The three types of cognitive load were operationally defined as self-reported complexity, clarity and effectiveness of the presentation, and increase in knowledge and understanding of a topic. The three types of cognitive load were measured using a 10-item, 11-point Likert-scale questionnaire, which was validated in prior studies (Leppink et al., 2013). The last outcome variable, reading comprehension, was measured using multiple-choice recall and understanding questions included with each original text passage. This study did not find any evidence of perceptual or inquiry arousal effects on situational interest, however, disordinal interaction between perceptual and inquiry arousal levels on germane cognitive load was found. Also, a main effect of inquiry arousal levels on reading comprehension was discovered.

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Chomchaiya, Chayapon. "An investigation into the development of English language reading comprehension among Thai undergraduate students using an online blended learning approach." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/2443.

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This study investigated the use of a blended learning approach to the teaching of English reading comprehension in a Thai university. The study revealed while Thai learners experienced many difficulties with developing their reading comprehension, the blended learning program assisted in reducing the difficulties they experienced. The study also revealed that participants not only made significantly higher progress in the blended learning program but also enhanced their capacity for autonomous learning.

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Alsofyani, Abrar H. "Examining EFL Learners’ Reading Comprehension: The Impact of Metacognitive Strategies Discussion and Collaborative Learning within Multimedia E-book Dialogic Environments." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7729.

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For most English as a Foreign Language (EFL) learners, both reading and comprehension skills are challenging to acquire. EFL students find reading challenging due to their inability to comprehend and interpret text information, which may lead, at times, to demotivation and loss of interest. The current study intends to explore how Saudi EFL learners may better tackle reading comprehension challenges by examining the utilization of metacognitive reading strategies through discussion and extensive collaborative learning activities within a multimedia e-book dialogic environment. Accordingly, the study investigates the impact of teaching metacognitive strategy-based discussion and collaborative learning on students’ application of the reading strategies. It also investigates the influence of metacognitive strategy-based discussion (MS), collaborative learning (CL), and the combined use of MS and CL on EFL learners’ reading comprehension. Since an e-book dialogic environment epitomizes the main tenets of this study, the study equally explores how Saudi EFL learners perceive the effectiveness of the multimedia e-book environment on their overall reading comprehension. The participants were 115 Saudi female students at the intermediate college-level from the English Language Institution at a Saudi University. A mixed-methods quantitative-qualitative approach was employed. The findings showed impactful results for learners’ application of the reading strategies after being exposed to the treatment. Significant results were found on the effect of the metacognitive strategy-based discussion on learners’ reading comprehension. Collaborative learning showed a statistically significant influence on participants’ reading comprehension. However, the results did not show interaction between the MS and CL on students’ reading comprehension. Although teaching the MS with CL showed positive impact on students’ final reading scores, more research is needed to prove the efficacy of teaching MS with CL. The qualitative findings revealed that the MS-based discussion and collaborative learning was beneficial for EFL students in improving focus on the text, use of strategies, comprehension and reading performance. Participants evaluated the multimedia e-book features of discussion board, videos, glossing and illustrations based on their effectiveness. Both advantages and disadvantage of the e-book environment are addressed and compared to the traditional face-to-face classroom. The study concludes with pedagogical implications for EFL instructors, learners, and future researchers, and also provides limitations and recommended future research recommendations.

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Andersson, Angelica, and Cecilia Patriksson. "Är det så att det en kan göra bra, kan två göra bättre? : En kvalitativ studie om hur elever skapar mening och kunskap genom samspel vid läsning via digitala medier." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40047.

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Cloe, James H. Jr. "An Evaluation of Electronic Annotated Readers for First Graders in Chinese Dual Immersion to Improve Reading Comprehension and Character Recognition." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3401.

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This study is an evaluation of online annotated readers developed for first grade students enrolled in Chinese immersion. The electronic readers were created to provide additional input to immersion students, who had little time in class for Chinese character reinforcement. The students accessed online readers from their homes and took assessments before and after each reader to test for improved character comprehension. In addition, students were divided into treatment and control groups. The treatment group had annotated electronic readers with audio and games. Conversely, the control group did not have annotations but audio was included. Results demonstrate a significant difference between preliminary and post-assessments, suggesting that students comprehended more characters after reading. No significant differences were detected between the control (non-annotated) and treatment (annotated) groups. Additional data collected from parent surveys provide useful demographics about subjects' socio-cultural and language variables as well as highlight parental desires for more support and help-aides. Computer Assisted Language Learning (CALL) in relationship to young immersion students learning Chinese is also discussed. Results suggest that online annotated readers can be an important resource for students who have limited instructional time in the classroom and little opportunity to receive help at home.

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Книги з теми "Online reading comprehension"

Reading and writing in an online world. Upper Saddle River, N.J: Prentice Hall, 2002.

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Adams, Kate, and Sabina Ostrowska. Prism Reading Intro Student's Book with Online Workbook. Cambridge University Press, 2018.

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Prism Reading Level 1 Student's Book with Online Workbook. Cambridge University Press, 2018.

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Williams, Jessica. Prism Reading Level 4 Student's Book with Online Workbook. Cambridge University Press, 2018.

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Prism Reading Level 3 Student's Book with Online Workbook. Cambridge University Press, 2018.

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Prism Reading Level 2 Student's Book with Online Workbook. Cambridge University Press, 2018.

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Prism Intro Student's Book with Online Workbook Reading and Writing. Cambridge University Press, 2017.

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Douglas, Nancy, and David Bohlke. Reading Explorer 2: Student Book and Online Workbook Sticker. Thomson ELT, 2019.

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Prism Level 2 Student's Book with Online Workbook Reading and Writing. Cambridge University Press, 2017.

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Prism Level 1 Student's Book with Online Workbook Reading and Writing. Cambridge University Press, 2017.

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Частини книг з теми "Online reading comprehension"

Cieślicka, Anna B., and Roberto R. Heredia. "Priming and Online Multiple Language Activation." In Methods in Bilingual Reading Comprehension Research, 123–56. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-2993-1_6.

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Dwyer, Bernadette. "Developing Online Reading Comprehension: Changes, Challenges, and Consequences." In International Handbook of Research on Children's Literacy, Learning, and Culture, 344–58. Oxford, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118323342.ch25.

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Mason, Lucia, Angelica Moè, Maria Caterina Tornatora, and Angelica Ronconi. "Promoting Web-Source Evaluation and Comprehension of Conflicting Online Documents: Effects of Classroom Interventions." In Psychology, Learning, Technology, 3–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15845-2_1.

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AbstractThis study examines the effectiveness of two short-term instructional interventions on the evaluation of digital sources in the classroom context. One hundred sixty-one 8th graders were involved in one of three conditions: an intervention based on providing declarative knowledge (DK) on source evaluation, an intervention based on providing contrasting cases (CC) of source evaluation strategies, and a control condition (C) with no intervention. Students in both intervention conditions carried out a series of activities in two lessons. Prior topic knowledge and interest, reading comprehension, working memory, and perceived competence in online information search and evaluation were used as control variables to ensure the equivalence of participants across conditions. In all conditions, participants were asked to read four documents on the debated issue of the potential health risks associated with the use of the mobile phone and, after reading, to rank-order them for reliability, providing justifications for their rank-ordering, and to write a short essay to judge those health risks, based on the texts read. The findings indicate that both interventions were effective, to some extent, in promoting the use of source characteristics in reliability judgments, as revealed by the justifications provided by the students for motivating their rank-ordering of the read documents. Both interventions were also effective in supporting multiple-text comprehension as revealed by the students’ argumentation in short essays.

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Frønes, Tove Stjern, Maria Rasmusson, and Jesper Bremholm. "Equity and Diversity in Reading Comprehension—A Case Study of PISA 2000–2018." In Equity, Equality and Diversity in the Nordic Model of Education, 305–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_12.

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AbstractThis chapter studies equity in reading performance in PISA 2000–2018 in three Nordic countries: Denmark, Sweden and Norway. Using regression analyses, the study investigates how the reading performance trend for groups of students with different genders, home backgrounds and minorities has developed. The study is contextualised through an up-to-date description of reading comprehension instruction in the countries. In addition to trend analyses of general reading performance, the study examines if the differences between groups of students are consistent across different text formats in the digital version of the PISA test, distinguishing between static text types (e.g., articles, letters, stories) and dynamic text types (e.g., websites, forums and e-mails, etc.). We find a consistently high reading literacy performance in all Scandinavian countries compared with international development. There are large gender differences in the average reading performance in all three countries, disfavouring boys, especially low-performing boys from low SES home backgrounds. We find a huge and stable gap between minority and majority students’ reading achievement, even when corrected for SES. Taking these findings into account, we assert that there is no basis for concluding that the school systems give more equitable learning conditions for groups of students now than when the PISA assessments started. However, it appears that the new online text formats in PISA 2018 might shrink the differences between student groups. Based on our findings, we argue that it is highly doubtful if one can still speak of a Nordic model of education, both as an idea of equity and fairness and as a model that is united across the Nordic countries.

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Castek, Jill, Lisa Zawilinski, J. Greg McVerry, W. Ian O’Byrne, and Donald J. Leu. "The New Literacies of Online Reading Comprehension: New Opportunities and Challenges for Students with Learning Difficulties." In Multiple Perspectives on Difficulties in Learning Literacy and Numeracy, 91–110. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-1-4020-8864-3_4.

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Pae, Hye K. "The Impact of Digital Text." In Literacy Studies, 209–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55152-0_11.

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Abstract This chapter discusses reading on screen and in print, as the emergence of digital age has transformed our reading and attention. Digital reading reshapes the concept of reading with the use of various forms of social media that are full of acronyms and emoticons or emoji. Advantages and disadvantages of reading on screen and in print are reviewed. The effects of digitally-mediated text on information processing and reading comprehension are also discussed. Although reading online has merits, such as convenience, low cost, and easy accessibility, readers are likely to scan through an F-shaped gaze pattern. The use of digital media may have a significant influence on brain networks due to the brain’s adaptability and accommodating abilities. Digital text that includes more images and visual aids than hardcopy text may lead to more balanced brain functions. This may have implications for reduced script relativity in the future.

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Zidat, Samir, and Mahieddine Djoudi. "Communications in Computer and Information Science: The Impact of an Online Environment Reading Comprehension: A Case of Algerian EFL Students." In Communications in Computer and Information Science, 759–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22027-2_63.

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Malloy, Jacquelynn, Jill Castek, and Donald Leu. "Silent Reading and Online Reading Comprehension." In Revisiting Silent Reading: New Directions for Teachers and Researchers, 221–40. International Reading Association, 2010. http://dx.doi.org/10.1598/0833.13.

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"Multimodal Reading and Comprehension in Online Environments." In Handbook of Research on New Literacies, 917–58. Routledge, 2014. http://dx.doi.org/10.4324/9781410618894-47.

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Tsai, Yea-Ru. "Fostering EFL Learners' Reading Comprehension Through a Web-Based Cumulative Sentence Analysis (CSA) System." In Innovative Applications of Online Pedagogy and Course Design, 202–20. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5466-0.ch010.

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In this chapter, the author investigated the effects of a web-based cumulative sentence analysis (CSA) instruction on university engineering students' English reading comprehension. The results of two empirical studies were presented. The findings showed that the experimental group achieved a higher level of reading comprehension performance following the instruction. Inter-group comparison also revealed that the experimental group significantly outperformed the control group in the post-test, while no difference was found between these groups in the pre-test. The questionnaire showed the majority of the students have perceived positive learning outcome in reading comprehension after the CSA instruction. The positive correlation between the post-test and online CSA test indicates that learners' syntactic analysis ability can benefit their reading comprehension. By presenting the instructional framework, this study has contributed to the empirical research concerning the effect of syntactic competence on English as a foreign language (EFL) reading comprehension.

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Тези доповідей конференцій з теми "Online reading comprehension"

Ouellet, Chantal, Amal Boultif, and Laurie Bergeron. "ASSESSMENT OF ONLINE READING COMPREHENSION OF SECONDARY VOCATIONAL STUDENTS: FINDINGS FROM THE ORCA (ONLINE READING COMPREHENSION ASSESSMENT) INSTRUMENT." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0199.

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Maximova, Olga. "ONLINE EFL READING COMPREHENSION: DOES GENDER MAKE ANY DIFFERENCE?" In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0603.

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Bachtiar, Fitra A., Gunadi H. Sulistyo, Eric W. Cooper, and Kamei Katsuari. "Affect, Personality, and Learning Styles in Online Reading Comprehension." In the 5th International Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3029387.3029422.

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Gaki, Irini, Ioannis Spantidakis, and Angeliki Mouzaki. "ENHANCING STUDENTS’ ONLINE READING COMPREHENSION THROUGH COLLABORATION AND READING AS A PROBLEM SOLVING PROCESS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0746.

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Anggrisia, Nur, and Maslihatul Bisriyah. "Using Online Recount Texts to Improve the Eighth Graders’ Reading Comprehension." In Proceedings of the 2nd International Conference on Quran and Hadith Studies Information Technology and Media in Conjunction with the 1st International Conference on Islam, Science and Technology, ICONQUHAS & ICONIST, Bandung, October 2-4, 2018, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.2-10-2018.2295575.

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Rahma, Rosita, Andayani Andayani, and Atikah Anindyarini. "Reading and Online Research Comprehension: A Review of the Theory and Its Implications for Reading Comprehension Learning in the New Literacy Era." In Proceedings of the 1st International Conference of Humanities and Social Science, ICHSS 2021, 8 December 2021, Surakarta, Central Java, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.8-12-2021.2322629.

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Catana, Elisabeta simona. "E-LEARNING TOOLS AND TASKS FOR DEVELOPING THE ENGINEERING STUDENTS' READING COMPREHENSION SKILLS IN ENGLISH FOR ACADEMIC AND WORK PURPOSES." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-228.

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Arguing for the importance of e-learning in developing the engineering students' reading comprehension skills in English for achieving proficiency for academic and work purposes in the multicultural 21st century society, this paper shows that a special focus on using e-learning tools such as e-readers and certain recommended websites plays an important role in meeting our teaching objective and in fulfilling the students' educational needs. These e-learning tools motivate and encourage the engineering students to read at least a minimal bibliography in English to enable them to successfully meet the demands for professional communication, argumentation and writing in the English language seminars in a technical university. Using e-readers and the specialized websites, including the online libraries, to read English fiction and non-fiction to advance the engineering students' knowledge of English and to develop their reading comprehension skills for the Cambridge English exams, for academic and career purposes will lead to achieving proficiency in this foreign language. Not only will these e-learning tools help the students to advance their knowledge of English, but they will also enable them to broaden their cultural and knowledge horizon, to be up-to-date with the latest societal, career changes and challenges in our society. That is why this paper will enlarge upon: 1) the importance of using e-learning tools such as e-readers and specialized websites to develop the engineering students' reading comprehenshin skills in English for achieving proficiency in this language for academic and career purposes; 2) the students' perspective on the importance of e-learning tools for developing their reading comprehension skills in English; 3) a methodological approach to developing the engineering students' reading comprehenshion skills in English using e-learning tools. Being fond of using technology for e-learning purposes, the engineering students will be motivated to use e-readers to read more recommended English texts, including fiction, non-fiction and specialized technical literature, in order to develop their reading comprehension skills in English for linguistic, academic and career purposes.

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Montesuma, Eduardo F., Lucas C. Carneiro, Adson R. P. Damasceno, João Victor F. T. de Sampaio, Romulo F. Férrer Filho, Paulo Henrique M. Maia, and Francisco C. M. B. Oliveira. "An Empirical Study of Information Retrieval and Machine Reading Comprehension Algorithms for an Online Education Platform." In Simpósio Brasileiro de Tecnologia da Informação e da Linguagem Humana. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/stil.2021.17801.

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This paper provides an empirical study of various techniques for information retrieval and machine reading comprehension in the context of an online education platform. More specifically, our application deals with answering conceptual students questions on technology courses. To that end we explore a pipeline consisting of a document retriever and a document reader. We find that using TF-IDF document representations for retrieving documents and RoBERTa deep learning model for reading documents and answering questions yields the best performance with respect to F-Score. In overall, without a fine-tuning step, deep learning models have a significant performance gap with comparison to previously reported F-scores on other datasets.

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Shabri, Subhan, Yenni Rozimela, and Mukhaiyar. "Improving Students’ Reading Comprehension Through Online Reading Texts and Whatsapp Chats at Grade Eleven of SMAN 1 Teluk Kuantan, Kuantan Singingi Regency, Riau." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.057.

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Liu, Yuanyuan. "The Effectiveness of Two Instructional Methods in Improving Reading Comprehension of ESL College Learners Through Online Teaching." In ICDEL2022: 2022 the 7th International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3543321.3543357.

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