Study: Large online literacy achievement gap exists. Today’s students may be skilled at texting and social media, but many are unable to perform online research and distinguish accurate information on the web, according to a new study.
Further, there is a large achievement gap in online reading ability between students in economically disadvantaged districts and their peers in wealthier schools. This gap is separate from the more widely reported offline reading achievement gap, and is not addressed in most states, reports the study, “The New Literacies of Online Research and Comprehension: Rethinking the Reading Achievement Gap,” published in January’s Reading Research Quarterly. Online reading is not simply taking a passage from a book and putting it on a computer screen.
The study, conducted by the lab’s researchers, examined seventh graders in two Connecticut districts. The districts had the same number of medium-power and internet-connected computers, but were substantially different in terms of family income levels. Close Reading Toolbox. Dipsticks: Efficient Ways to Check for Understanding. What strategy can double student learning gains? According to 250 empirical studies, the answer is formative assessment, defined by Bill Younglove as "the frequent, interactive checking of student progress and understanding in order to identify learning needs and adjust teaching appropriately. " Unlike summative assessment, which evaluates student learning according to a benchmark, formative assessment monitors student understanding so that kids are always aware of their academic strengths and learning gaps. Meanwhile, teachers can improve the effectiveness of their instruction, re-teaching if necessary.
"When the cook tastes the soup," writes Robert E. Stake, "that's formative; when the guests taste the soup, that's summative. " Alternative formative assessment (AFA) strategies can be as simple (and important) as checking the oil in your car -- hence the name "dipsticks. " In the sections below, we'll discuss things to consider when implementing AFAs. Close Read Complex Text, and Annotate with Diigo. Close reading is a strategy for reading complex text.
In Part 1, the focus is how to do a close reading. The focus in Part 2 is how to annotate with iPads. The focal points of this post are the teacher steps in close reading; how to create text dependent questions for informational text in 6th-12th grades; annotating in Diigo; and creating writing activities to go with close reading. Below are the teacher's steps for creating a close reading lesson. However, the student steps are in the poster shown on the right: Teacher Step 1: Choose the text. Digital Annotation Tools For Close Reading. One of the components of Close Reading is annotation, in which the students read short, complex text adding annotations as they read.
Students might circle words or phrases that are powerful, underline those that are confusing, indicate big events or when a character shows strong emotion, and write questions or thoughts. They use metacognitive markers or “Thinking Notes” as a means to move beyond just highlighting. The text used for Close Reading can be short stories, poems, news articles, photos, paintings, etc. Teaching Multiple Internet Text Integration Skills. This page focuses specifically on [(PST)2 + iC3], a “formula” for online inquiry and multiple Internet text integration.
A list of important details: 1. This set of strategies is meant to support a particular kind of Internet-based reading. Specifically, it has been designed to support online inquiry and the construction of an integrated understanding of an issue from multiple texts. 2. 3. 4. 5. P = Purpose What do I have to do? P = Prior Knowledge What do I already know about this topic? Being a Better Online Reader. Soon after Maryanne Wolf published “Proust and the Squid,” a history of the science and the development of the reading brain from antiquity to the twenty-first century, she began to receive letters from readers.
Hundreds of them. While the backgrounds of the writers varied, a theme began to emerge: the more reading moved online, the less students seemed to understand. There were the architects who wrote to her about students who relied so heavily on ready digital information that they were unprepared to address basic problems onsite. There were the neurosurgeons who worried about the “cut-and-paste chart mentality” that their students exhibited, missing crucial details because they failed to delve deeply enough into any one case. And there were, of course, the English teachers who lamented that no one wanted to read Henry James anymore. Can Students ‘Go Deep’ With Digital Reading? Mark Pennington’s students often read on their laptops.
Pennington, who’s a reading specialist in Elk Grove near Sacramento, Calif., sees a need to teach kids how to read digitally and stay engaged, and thinks that digital reading will eventually catch up to what kids can do reading print. When asked if his seventh-graders are more engaged when reading from digital readers or in print, he said it depends — motivation and environment play a big role. “Most of the digital reading that students ‘practice’ is at home on Instagram, chat lines, Facebook and texting,” he said. Actually Achieving Close Reading With Digital Tools. Actually Achieving Close Reading With Digital Tools By Troy Hicks As we have known for decades, and as advocated for by the International Reading Association, our adolescent readers are more likely to engage with text when they feel connected to the topic, have a choice in the reading materials, and are able to discuss what they have read in both formal and informal settings.
Unfortunately, even with the proliferation of social media and new technologies in our classrooms, many of the students who I have met with over the past school year have still felt a disconnect between the reading they do in school and the reading they do for their own enjoyment. While there are still many active, avid readers, survey data that I have collected with Dr. Don't Judge a Book by its Cover: Tech-Savvy Teens Remain Fans of Print Books. With today's rapidly evolving technology and ever-present social media changing the way consumers are connecting with the written word, it should come as no surprise that today's teens are finding and consuming content differently from previous generations.
But while we typically associate these youthful consumers with being early adopters of new technology and digital content platforms, the reading habits of those aged 13-17 are a mix of old and new. Despite teens' tech-savvy reputation, this group continues to lag behind adults when it comes to reading e-books, even with the young adult genre's digital growth relative to the total e-book market. While 20% of teens purchasing e-books, 25% of 30-44 year olds and 23% of 18-29 year olds buy digital copies. While younger readers are open to e-books as a format, teens continue to express a preference for print that may seem to be at odds with their perceived digital know-how. Methodology Related Content. Supporting Struggling Readers Online: Tips and Resources.
Each year the ever-popular IRA “What’s Hot in Literacy” survey provides a fascinating and often quite accurate prediction from literacy leaders about topics and trends in the field of literacy for the upcoming year (IRA Members, login to read the What's Hot survey here).
As a literacy educator and researcher with a passion for supporting struggling readers online, this year’s annual survey left me pondering the mixed prospects for the future. The topic of digital literacies/new literacies is “Very Hot,” which is promising; yet the topic supporting struggling readers is “Not Hot,” a disturbing trend indeed. Why should we care? Internet Reciprocal Teaching. How to Foster Grit, Tenacity and Perseverance: An Educator’s Guide. Culture Teaching Strategies Getty How can we best prepare children and adolescents to thrive in the 21st century?
This question is at the heart of what every educator attempts to do on a daily basis. Apart from imparting content of knowledge and facts, however, it’s becoming clear that the “noncognitive competencies” known as grit, perseverance, and tenacity are just as important, if not more so, in preparing kids to be self-sufficient and successful. To that end, the Department of Education’s Office of Technology has released a report called Promoting Grit, Tenacity, and Perseverance —Critical Factors for Success in the 21st Century, drafted by research firm SRI International, which addresses how educators can integrate these ideas into their teaching practice: Are these competencies malleable and teachable?
“The test score accountability movement and conventional educational approaches tend to focus on intellectual aspects of success, such as content knowledge. Academic mindsets. 21 Cool Anchor Charts To Teach Close-Reading Skills. Top 10 Tips for Close Reading Activities [Guest Post] Falling In Love WIth Close Reading. Welcome to the fifth week of our 7-week blog-a-thon on #closereading. Each week posts are added to the Contributors page and we are looking forward to your addition.
Let’s closely read the practice of close reading together! Close Reading and Informational Text - Google Docs. Skim No More webinar.