Byeong?Young Cho
Adolescents' Constructively Responsive Reading Strategy Use in a Critical Internet Reading Task
Iowa State University
reading research quarterlyvolume 48 issue 4 p 329332 ira outstanding dissertation award 2013free access adolescents constructively responsive reading strategy use critical internet reading task byeongyoung cho byeongyoung cho iowa state university ames usasearch papers author byeongyoung cho byeongyoung cho iowa state university ames usasearch papers author first published 03 june 2013 httpsdoiorg101002rrq49citations 18aboutsectionspdf toolsrequest permissionexport citationadd favoritestrack citation shareshare give accessshare full text accessshare fulltext accessplease review terms conditions use check box share fulltext version articlei read accept wiley online library terms conditions useshareable linkuse link share fulltext version article friends colleagues learn morecopy url share linkshare onfacebooktwitterlinked inredditwechat abstracten internet central understanding literacies 21st century explication reading strategies situated internet settings contributes understanding reading support students internet age purpose study examine complexity internet reading strategies used seven accomplished high school readers individual participants read internet goal developing critical questions chosen contemporary controversial topic internet reading strategies analyzed using participants verbal reports triangulated complementary data eg computer screen recordings data describe nature sequence readers strategies categorized realizing constructing potential texts b identifying learning information c evaluating sourcing texts monitoring managing reading results demonstrate role strategies play constructing meaning internet texts well interactive patterns strategy use open closed internet settings chinesezh 211234 spanishes el internet es fundamental para el entendimiento de las competencias del siglo 21 explicar las estrategias de lectura que se encuentran en el internet contribuye nuestro entendimiento sobre la lectura tanto como nuestro apoyo del estudiante en la era del internet el propsito de este estudio es examinar la complejidad de las estrategias de lectura del internet usadas por siete estudiantes logrados de escuelas superior cada estudiante ley en el internet con el fin de desarrollar preguntas crticas sobre el tema controversial contemporneo que ellos mismos escogieron se analizaron las estrategias de lectura del internet usando informes orales de los participantes triangulados con datos complementarios por ejemplo grabaciones en la pantalla de la computadora los datos describen la naturaleza el orden de las estrategias lectoras categorizadas en la creacin construccin de textos potenciales b la identificacin el aprendizaje de la informacin c la evaluacin la categorizacin de textos la supervisin el control de la lectura los resultados demuestran el rol que estas estrategias juegan en la construccin de significado de los textos en el internet como los patrones interactivos del uso de estrategias en marcos del internet tanto cerrados abiertos arabicar russianru epe cpeooe cex paooc payex xxi ee ooy pa ce pa cox yeo ye oe oco cpae e ce e aoo cceoa poaapoa cooe coeae eoo peo e pyao pocpace oope pe ce ox aeecapeacco pec ce yac cceoa ooac epeo oaoc c e pao eooao copeeo ee opee py opoco oope xoe ce c cpae peec e ce aapoac ocoe x coecx oeo coea c ooe apep ac c oopa x oepo oyee ae oca ppoy oceoaeoc cpae e cpe oopx ec cpae oa ocpypoa oeax eco ea ycoe opa oea eco opeee ocoepoc coo oopa peypoa poecca e peya eocppy ay po pa cpae p ocpypoa cca epeeco ae paeop pocxo ee opo apo epepocpace frenchfr internet est au centre de la comprhension des littraties du 21e sicle et expliquer les stratgies de lecture sur internet peut permettre la fois de comprendre notre faon de lire et daider nos lves lge dinternet cette tude pour dexaminer la complexit des stratgies de lecture sur internet de sept bons lecteurs du secondaire chacun des participants lu individuellement sur internet dans le dlaborer des questions critiques relatives un sujet de dbat actuel de leur choix nous avons analys leurs stratgies de lecture sur internet en nous basant sur les rapports oraux faits par les participants et en les croisant avec des donnes complmentaires par exemple des captures dcrans les rsultats permettent de dcrire la nature et lordonnancement des stratgies de lecture suivantes raliser et construire des textes possibles b identifier et sapproprier des informations c valuer et trouver les textes ressource et contrler et grer la lecture les rsultats mettent en vidence le rle que jouent ces stratgies pour construire du sens avec des textes sur internet ainsi que les diffrents types de stratgie qui interagissent tant dans en situation ouverte que ferme sur internet internet introduces fundamentally intertextual landscape reading processes outcomes vary considerably according reader approaches unbounded nonlinear texts burbules callister 1996 landow 2006 contextual feature demands sophisticated reading strategies learning multiple internet texts varied forms meanings qualities goldman 2010 internet readers must make informed decisions texts read identify useful texts afflerbach cho 2009 reading involves complexities related different involved printbased reading leu kinzer coiro cammack 2004 although ample research comprehension traditional texts graesser gernsbacher goldman 2003 mcnamara 2007 pressley afflerbach 1995 also growing research focused online reading comprehension afflerbach cho 2009 leu al 2004 much remains unknown strategic readers negotiate meaning variety texts internet research yields descriptions reading strategy use situated online settings several possible benefits theory practice research helps refine models reading describe readers choosing interpreting evaluating internet texts alexander disciplined reading learning research laboratory 2012 research also informs understanding strategies mindsets necessary successful internet reading knowledge inform best practices teaching assessing new forms reading pellegrino chudowsky glaser 2001 rand reading study group 2002 goal study contribute evolving understanding reading analysis reading strategies inferred readers verbal reports end study examined seven accomplished adolescent readers use reading strategies situated critical reading task find select learn internet texts related contemporary controversial topics eg climate changes alternative energy fast food focus examination complexities strategic internet readings accomplished adolescent readers two research questions regarding types patterns online reading strategies guided study types reading strategies accomplished high school readers use internet settings develop critical questions chosen topic insights patterns reading strategy use derived adolescents reading open closed internet text environments theoretical framework informed research reading comprehension intertextuality new literacies study draws model constructively responsive reading analyze types patterns internet reading strategies model integrates insights accomplished readers verbal reports strategic reading print internetbased contexts afflerbach cho 2009 pressley afflerbach 1995 offers account traditional new forms reading constructively responsive reading marked readers conscious processes contribute constructing meaning serve reading goals model suggests accomplished readers situate thoughts behaviors within internet text environments readers orchestrate traditional printreading strategieslearning important information texts hartman 1995 hoffman wu krajcik soloway 2003 monitoring reading processes coiro dobler 2007 garner 1987 evaluating different aspects texts wiley et al 2009 wineburg 1991and novel strategies navigate choose texts potentially useful goal attainment salmeron canas kintsch fajardo 2005 zhang duke 2008 strategies central successful internet reading readers determine unique reading paths build coherent understanding learn texts method seven students public high school midatlantic state mean age 1750 years participated study participants purposefully selected accomplished readers afflerbach 2000 advanced placement social studies class based standardized test scores grade point averages teacher observations students literacy activities results performance assessment internet reading selected participants individually read online two 45minute sessions develop critical questions chosen controversial topic participants read openended unconstrained internet setting select three websites deemed useful learning topic session 1 read closedended internet setting focus learning within selected websites session 2 students created submitted critical questions upon completion reading methodological triangulation used better infer participants reading strategy use denzin 1978 primary data participantgenerated verbal reports reading informed generation inferences strategies planned performed assessed secondary data screen recordings synchronized verbal reports allowed observation participants reading navigating additional sources information eg interviews prior knowledge reports critical questions selected websites contributed description situated nature participants reading performance verbal protocol analysis conducted ericsson simon 1980 framed within model constructively responsive reading afflerbach cho 2009 pressley afflerbach 1995 transcribed verbal reports screen recordings parsed smallest segments strategic action marked time stamps segments interrelated grouped multilevel categories glaser strauss 1967 total 1784 strategic actions used seven participants encoded rubric toplevel strategies intercoder reliability established colleague expertise reading strategy protocol analysis coding practices disagreement resolutions constructing coding schemes encoded strategic actions analyzed qualitatively quantitatively catalog internet reading strategies constructed describe diverse strategy types identified study addition profiles individual participants processing chains created visually represent sequences strategic reading finally chisquare analysis performed detect patterns strategy use open closed internet reading sessions strms brten samuelstuen 2003 results discussion three major results noted first data describe group strategies unique internet reading well copious strategies used internet printbased reading specifically participating readers used complex internet reading strategies 1 realizing constructing potential texts eg managing goalrelevant information spaces navigating hyperlinks toward useful texts also applied printbased reading strategies situ 2 identifying learning information eg making sense hyperlinks comprehending webpage content building crosstextual linkages 3 evaluating sourcing texts eg examining hyperlinks judging webpage content assessing website qualities 4 monitoring managing reading eg monitoring meaning construction managing path determination reflecting self presence four toplevel strategies illustrates interplay new traditional reading strategies strategies work jointly readers determine reading paths suitable constructing meaning internet texts quantitative analysis encoded strategic actions indicates seven participants reading strategies patterned differently according text environments chisquare analysis results statistically significant association strategy four toplevel strategies internet reading session openended closedended x23 n 1784 5286 p 001 result shows participants adjusted reading differentiating cognitive engagement different strategy types based within particular online settings subsequent standardized residual analysis details context dependency strategy use showing patterns strategies realizing constructing potential texts featured prominently openended internet setting whereas strategies identifying learning information extensively used closedended internet setting notably quantitative analysis demonstrates importance strategies monitoring evaluation participants used strategies constantly across two online reading sessions result suggests reading strategy use shaped part nature text environments readers metacognitively coordinate multiple strategies different patterns according extent text environments open closed profiles student readers processing chains demonstrate internet reading strategy use largely relies ways readers approach text environments although group characteristics exist variability extensiveness intensiveness strategy use also found among individuals example information gatherers focused search engine use link selection site navigation rather comprehension online sources critical examiners involved identifying problem space formulating questions building crosstextual understanding avoiding extensive internet searching browsing result shows constructively responsive readers actively explore unique individualized pathways task accomplishment understanding reading evolves continue examine explicate reading strategies changing literacy contexts study offers insights types patterns complexities reading strategies used seven adolescents internet reading results suggest situated uses constructively responsive strategies involve dynamic combinations new traditional reading strategies toward identifying useful texts constructing meaning completing reading tasks results also suggest strategy use molded differently extent text environments fluid open approaches readers undertake response environments insights internet reading provided study suggest future research foci include examination readers knowledge beliefs dispositions toward text reading internet may affect engagement using different reading strategies biography byeongyoung cho assistant professor literacy education school education iowa state university ames usa email chobyiastateedu completed dissertation university maryland college park chairship peter afflerbach cho national academy education adolescent literacy predoctoral fellow received phd curriculum instruction specialization reading education university maryland college park received med ba korea university worked high school language teacher curriculum designer seoul korea focus research new literacies particular interest examining strategic reading multiple internet sources references afflerbach p 2000 verbal reports protocol analysis ml kamil pb mosenthal pd pearson r barr eds handbook reading research vol 3 pp 163 179 mahwah nj erlbaum google scholar afflerbach p cho 2009 identifying describing constructively responsive comprehension strategies new traditional forms reading se israel gg duffy eds handbook research reading comprehension pp 69 90 new york routledge google scholar alexander p disciplined reading learning research laboratory 2012 reading future competence 21st century educational psychologist 474 259 280 doi101080004615202012722511 crossrefweb sciencegoogle scholar burbules nc callister ta 1996 knowledge crossroads 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