Walker_White_Technology_Reading_Skills

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Technology to learn and teach reading skills

Conventional reading lesson

Pre-, during-, and post-reading activities (Hedge, 2000)

During-reading activities are usually directed by the teacher

A few students are able to share their answers

There may be some group feedback in class

Teachers may not know difficulties students face when doing during-reading tasks

Teachers may get a ver vague idea as to how students carry out during-reading tasks

Top-down and bottom-up processing levels

Global understanding of the text is also crucial to get an understanding of the text details (Harmer, 2007)

Bottom-up is necessary to get a clearer view of what the text is about (Harmer, 2007)

TELL-based reading lesson

Reading can be combined with listening, speaking, and writing

Graphic organizers (writing) help discover the inner structure of a text

Provide wider and broader perspectives on texts compared to what students gain from just rereading them (Fitzgerald and Shanahan, 2000)

Springboard from which further writing tasks can be done

Examples: EnchantedLearning, Inspiration, and Kidspiration

Show relationships between the information inside texts

Contrasting, comparing, describing, classifying, caus and effect, etc.

Mind maps or entity relationship charts

Reading helps people become good writers (Lenski and Johns, 2007; Crowhurst, 1991)

Reading and writing have differences, but similarities as well (Hudson, 2007)

Similarities

Readers and writers "talk" through a text

Readers and writers try to create an internal text by building up propositions and connecting them with their previous knowledge

Digital texts features which encourage reader-text interaction

However, these multimodal characteristics may result in reading comprehension difficulties.

Readers may decide the course of the story (digital fiction)

Offer non-linear reading sequence

Links to other websites

Embedded video and sound files

Images

Online reading resources

Online newspapers, magazines, journals, courses, etc.

Digital interactive fiction and non-fiction

Nevill et al. (2009) ponts out the benefits for L2 reading skills

Gee (2007) indicates the benefits for L1 reading

Scrible (browser plug-in)

Teacher and students access and share evidence of comprehension

Technology allows students to do the during-reading activitites at their own pace