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Online Reading Comprehension: An Exp...

Dembroski, Kristen.

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Online Reading Comprehension: An Explanatory Sequential Study of Middle School Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Online Reading Comprehension: An Explanatory Sequential Study of Middle School Students./
Author:	Dembroski, Kristen.
Description:	351 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3637393
ISBN:	9781321201659

Online Reading Comprehension: An Explanatory Sequential Study of Middle School Students.
Dembroski, Kristen.

Online Reading Comprehension: An Explanatory Sequential Study of Middle School Students. - 351 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ph.D.)--Cardinal Stritch University, 2014.

This item must not be sold to any third party vendors.

The purpose of this explanatory sequential mixed-methods study was to investigate the relationship between traditional and online reading comprehension, to identify and describe how students of varying levels of online reading competence utilize reading strategies, and to investigate the influence of various factors (including time on task, prior knowledge, technology usage, and self-confidence) on online reading comprehension. First, 123 8th grade students from a suburban middle school in southeastern Wisconsin completed two assessments: the MAP Reading test (Northwest Evaluation Association, 2013), a measure of traditional reading comprehension, and the ORCA (Leu, Kulikowich, Sedransk, & Coiro, 2013), a measure of online reading comprehension. A Pearson correlation of r = 0.57 suggests that there are similarities between the two constructs, but that there may also be distinctions that delineate traditional and online reading comprehension. Next, 12 participants of varying levels of online reading competency were selected for further qualitative analysis including interviews while completing a second administration of the ORCA, a technology usage survey, and a self-confidence questionnaire. Analysis revealed that students with higher levels of online reading comprehension engage in more reading strategies than peers, including separating relevant from irrelevant information (Alvermann & Wilson, 2009), forward inferential reasoning (Coiro & Dobler, 2009), evaluation (Coiro & Dobler; Spiro, Coulson, Feltovich, & Anderson, 1998), synthesis (Kamil & Chou, 2009), purpose clarification (Leu, McVerry, O'Byrne, Zawilinski, Castek, & Hartman, 2009), and exploring multimedia features (Lawless & Kulikowich, 1996; MacGregor, 1999). Successful online readers have a clear sense of reading purpose and are detail-oriented readers. Analysis revealed two novel reading strategies including surveying the text and resourcefulness. The most successful navigational style is flexible reading, which incorporates careful reading, skimming, and ignoring text as necessary based on the reading purpose. Prior knowledge of the knowledge domain was not found to impact reading comprehension, yet prior experience with technology improves efficiency and may influence decision-making. An inflated sense of self-efficacy can indicate a participant lacks the metacognitive skills to reflect and adjust while reading. Findings from this study may open new possibilities for theory, research, and practice to develop effective online reading comprehension instruction and assessments.

ISBN: 9781321201659Subjects--Topical Terms:

2122756
Reading instruction.

Online Reading Comprehension: An Explanatory Sequential Study of Middle School Students.
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500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Includes supplementary digital materials.
500 $a Adviser: Janice J. Strop.
502 $a Thesis (Ph.D.)--Cardinal Stritch University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this explanatory sequential mixed-methods study was to investigate the relationship between traditional and online reading comprehension, to identify and describe how students of varying levels of online reading competence utilize reading strategies, and to investigate the influence of various factors (including time on task, prior knowledge, technology usage, and self-confidence) on online reading comprehension. First, 123 8th grade students from a suburban middle school in southeastern Wisconsin completed two assessments: the MAP Reading test (Northwest Evaluation Association, 2013), a measure of traditional reading comprehension, and the ORCA (Leu, Kulikowich, Sedransk, & Coiro, 2013), a measure of online reading comprehension. A Pearson correlation of r = 0.57 suggests that there are similarities between the two constructs, but that there may also be distinctions that delineate traditional and online reading comprehension. Next, 12 participants of varying levels of online reading competency were selected for further qualitative analysis including interviews while completing a second administration of the ORCA, a technology usage survey, and a self-confidence questionnaire. Analysis revealed that students with higher levels of online reading comprehension engage in more reading strategies than peers, including separating relevant from irrelevant information (Alvermann & Wilson, 2009), forward inferential reasoning (Coiro & Dobler, 2009), evaluation (Coiro & Dobler; Spiro, Coulson, Feltovich, & Anderson, 1998), synthesis (Kamil & Chou, 2009), purpose clarification (Leu, McVerry, O'Byrne, Zawilinski, Castek, & Hartman, 2009), and exploring multimedia features (Lawless & Kulikowich, 1996; MacGregor, 1999). Successful online readers have a clear sense of reading purpose and are detail-oriented readers. Analysis revealed two novel reading strategies including surveying the text and resourcefulness. The most successful navigational style is flexible reading, which incorporates careful reading, skimming, and ignoring text as necessary based on the reading purpose. Prior knowledge of the knowledge domain was not found to impact reading comprehension, yet prior experience with technology improves efficiency and may influence decision-making. An inflated sense of self-efficacy can indicate a participant lacks the metacognitive skills to reflect and adjust while reading. Findings from this study may open new possibilities for theory, research, and practice to develop effective online reading comprehension instruction and assessments.
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