|Title:||Developing Internet Comprehension Strategies Among Adolescent Students At Risk to Become Dropouts|
|Principal Investigator:||Leu, Donald||Awardee:||University of Connecticut|
|Program:||Reading and Writing [Program Details]|
|Award Period:||3 years||Award Amount:||$1,795,477|
|Goal:||Development and Innovation||Award Number:||R305G050154|
Co-Principal Investigator: David Reinking, Clemson University
Purpose: Improving reading comprehension among poor, minority, and often low-achieving adolescents is a critical national issue, particularly because academic achievement is dependent on the ability to read and comprehend at high levels. As the Internet becomes an increasingly important source of information, it presents new challenges for reading comprehension, as well as new opportunities for reaching students who have struggled because of their limited ability to comprehend printed materials. Although reading on the Internet can pose new challenges--as it demands new, higher-level comprehension skills--it also has the potential to increase students' engagement with learning, creating a context that permits renewed attention to reading and to instruction in reading comprehension strategies. The purpose of this project is to develop a research-based adaptation of reciprocal teaching to support poor, minority, adolescent youth in acquiring reading comprehension skills. At the conclusion of this project, the researchers will have developed instructional materials that can be used to teach comprehension while students read on the Internet.
Setting: This project takes place in largely minority, poor school districts in urban Connecticut and in rural South Carolina.
Population: More than 1,000 7th-grade students are participating in this research project over three years.
Intervention: The intervention being developed in this project is titled Internet Reciprocal Teaching (IRT). Adaptations made to traditional reciprocal teaching include specific instruction about unique strategies used to locate, evaluate, synthesize, and communicate information on the Internet. In addition, students bring their own comprehension problems when reading on the Internet into the classroom.
Research Design and Methods: During Year 1, the research team gathers foundational information about Internet use among the target population. Both survey data and in-depth verbal protocols are being collected from participating 7 th graders. A pilot test of the preliminary model of IRT is being conducted as well. In Year 2, the researchers build on the information gathered during Year 1 to refine Internet Reciprocal Teaching and then field test an implementation of IRT by conducting a design experiment aimed at identifying key factors associated with successful implementation and outcomes across diverse contexts. Eight purposively sampled English/Language Arts classes are participating in the design experiment, four as experimental classes and four as comparison classrooms. Building on the findings from the design experiment, a true experiment is being carried out in Year 3 to test the potential effectiveness of IRT. In the true experiment, 12 7 th-grade English/Language Arts classes are being randomly assigned to one of three conditions in order to test the potential effects of their adapted reciprocal teaching approach. In one condition, students participate in telecollaborative projects. In a second condition, students participate in the same telecollaborative projects but with the addition of instruction using Internet Reciprocal Teaching. The control condition is described below.
Control Condition: During the design experiment in Year 2, data are being gathered from four comparable classrooms that are using the Internet to some extent. During the true experiment carried out in Year 3, control children receive normal instructional practices used to meet district and state standards in English/Language Arts.
Key Measures: Quantitative and qualitative data will be collected in both the formative and experimental phases of the project. Quantitative data will include experimenter-developed online reading comprehension assessment measures; reading, vocabulary, and word analysis subtests of the Iowa Test of Basic Skills; and assessments of engagement with reading and in school learning. Qualitative data include detailed "thick descriptions" of intervention use in classrooms and schools.
Data Analytic Strategy: Both qualitative and quantitative data analyses are being conducted. Descriptive results from the survey of Internet use are tabulated. Data collected during the formative experiment are analyzed using t-tests and ANOVA to test for pre/post differences between means of the experimental and control classrooms. Data gathered during the true experiment in Year 3 are being analyzed using hierarchical linear modeling (HLM). This development project is intended only to obtain evidence of the potential effectiveness of the intervention; the study is under-powered for analysis at the unit of random assignment (classroom) and will be analyzed at the level of the student.
Project Website: http://www.newliteracies.uconn.edu/iesproject/index.html
Related IES Projects: Assessing Online Reading Comprehension: The ORCA Project (R305A090608)
Publications from this project:
Boling, E., Castek, J., Zawilinski, L, Barton, K., and Nierlich, T. (2008). Collaborative Literacy: Blogs and Internet Projects. The Reading Teacher, 61: 504–506.
Castek, J., Coiro, J., Hartman, D.K., Henry, L.A., Leu, D.J., and Zawilinski, L. (2007). Thinking About Our Future As Researchers: New Literacies, New Challenges, and New Opportunities. In M. Sampson, S. Szabo, F. Falk-Ross, M.F. Foote, P.E. Linder (Eds.), Multiple Literacies In The 21st Century: The Twenty-Eighth Yearbook, A Peer-Reviewed Publication Of The College Reading Association (pp. 31–50). Readyville, TN US: College Reading Association.
Castek, J., Leu, D.J., Jr., Coiro, J., Gort, M., Henry, L.A., and Lima, C. (2008). Developing New Literacies among Multilingual Learners in the Elementary Grades. In L. Parker (Ed.), Technology-Mediated Learning Environments for Young English Learners: Connections in and Out of School. Mahwah, NJ: Erlbaum.
Coiro, J., and Dobler, E. (2007). Exploring the Online Reading Comprehension Strategies Used by Sixth-Grade Skilled Readers to Search for and Locate Information on the Internet. Reading Research Quarterly, 42 (2): 214–257.
Coiro, J., Knobel, M., Lankshear, C., and Leu, D.J. (Eds.), (2008). Handbook of Research on New Literacies. Mahwah, NJ: Erlbaum.
Coiro, J., Knobel, M., Lankshear, C., and Leu, D.J. (2008). Central Issues in New Literacies and New Literacies Research. In J. Coiro, M. Knobel, C. Lankshear and D. Leu (Eds.), Handbook of Research on New Literacies. (pp 1–21). Mahwah, NJ: Erlbaum.
Holcomb, L., Castek, J., and Johnson, P. (2007). Unlocking the Potential of K–12 Classroom Websites to Enhance Learning. New England Reading Association Journal, 43 (1): 36–43.
Leu, D.J. (2006). New Literacies, Reading Research, and the Challenges of Change: A Deictic Perspective. (NRC Presidential Address). In J. Hoffman, D. Schallert, C.M. Fairbanks, J. Worthy, and B. Maloch (Eds.), The 55th Yearbook of the National Reading Conference (pp.1–20). Milwaukee, WI: National Reading Conference.
Leu, D.J. (2007). Foreword. In M.B. Eagleton and W. Dobler. Reading the Web: Strategies for Internet Inquiry. New York, NY: The Guilford Press.
Leu, D.J. (2007). Expanding the Reading Literacy Framework of PISA 2009 to Include Online Reading Comprehension. Princeton, NJ: Educational Testing Service.
Leu, D.J., and Zawilinski, L. (2001). The New Literacies of Online Reading Comprehension. New England Reading Association Journal., 55 (1): 5–14.
Leu, D.J., Coiro, J., Castek, J., Hartman, D., Henry, L.A., and Reinking, D. (2008). Research on Instruction and Assessment in the New Literacies of Online Reading Comprehension. In C.C. Block, S. Parris, and P. Afflerbach (Eds.), Comprehension Instruction: Research-Based Best Practices. New York: Guilford Press.
Leu, D.J., O'Byrne, W., Zawilinski, L., McVerry, J., and Everett-Cacopardo, H. (2009). Expanding The New Literacies Conversation. Educational Researcher, 38 (4): 264–269.
Leu, D.J., Zawilinski, L., Castek, J., Banerjee, M., Housand, B., Liu, Y., and O'Neil, M. (2007). What Is New About the New Literacies of Online Reading Comprehension? In A. Berger, L. Rush, and J. Eakle (Eds.), Secondary School Reading and Writing: What Research Reveals for Classroom Practices (pp. 37–68). Chicago, IL: National Council of Teachers of English/National Conference of Research on Language and Literacy.
McKenna, M.C., Labbo L.D., Reinking D., and Zuker, T.A. (2007). Effective Use of Technology in Literacy Instruction. In L. Gambrell, L.M. Morrow, and M. Pressley (Eds.), Best Practices in Literacy Instruction (pp. 344–372). New York, NY: Guilford.
McKenna, M.C., Labbo, L.D., Kieffer, R.D., and Reinking, D. (2006). International Handbook of Literacy and Technology, 2. Mahwah, NJ: Erlbaum.
Reinking, D. (2005). Instant Messaging, Literacies, and Social Identities: a Review Commentary. In J. Coiro, M. Knobel, C. Lankshear, and D. Leu (Eds.), Handbook of Research on New Literacies. Mahwah, NJ: Erlbaum.
Reinking, D. (2009). Valuing Reading, Writing, and Books in a Post-Typographic World. In D. Nord and J. Rubin (Eds.), The History of the Book in American (Vol. 5). Cambridge, UK: American Antiquarian Society and Cambridge University Press.
Reinking, D., and Bradley, B.A. (in press). On Formative and Design Experiments. New York, NY: Teachers College Press.
Reinking, D., and Carter, A. (2005). Accommodating Digital Literacies Within Conceptions of Literacy Instruction. In B.Guzzetti (Ed.), Literacy for a New Century. Westport, CT: Praeger.
The New Literacies Research Team (2007). New Literacies, New Challenges, and New Opportunities. In M.B. Sampson, S. Szabo, F. Falk-Ross, M.M. Foote and P.E. Linder (Eds.), Multiple Literacies in the 21st Century: The Twenty-Eighth Yearbook of the College Reading Association. Logan, UT: College Reading Association.