Reading the Web

Online reading requires traditional and new comprehension skills and strategies, and these skills and strategies will have to be taught and supported, especially for young beginning readers. But how do elementary teachers go about doing this? Much of the research regarding teaching and supporting on...

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Bibliographic Details
Published inThe Reading teacher Vol. 69; no. 1; pp. 35 - 39
Main Author Salyer, David
Format Journal Article
LanguageEnglish
Published Blackwell Publishing Ltd 01.07.2015
Subjects
and materials
Childhood
Comprehension
Digital/media literacies
Early childhood
Information and communication technologies
Informational text
Instructional strategies
Instructional strategies, teaching strategies
Making inferences
Metacognition
Metacognitive strategies
methods
New literacies
Predicting
Questioning
Reading strategies
Strategies
Strategies, methods, and materials
Summarizing
teaching strategies
Text features
Text features, text structure
text structure
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Summary:Online reading requires traditional and new comprehension skills and strategies, and these skills and strategies will have to be taught and supported, especially for young beginning readers. But how do elementary teachers go about doing this? Much of the research regarding teaching and supporting online reading comprehension has focused on older rather than younger readers. The significance of Internet Guided Reading is that it provides one successful instructional strategy for the primary classroom teacher that supports young children at various levels of proficiency with print and the Internet in learning to read informational texts on the Web. Internet Guided Reading effectively combines guided reading, modified reciprocal teaching, and online reading comprehension.
Bibliography:istex:77AFAD5B88C1A8E799963EE4BB44F6A5F852BFAA
ark:/67375/WNG-Q0MS9NF5-3
ArticleID:TRTR1380
ISSN:0034-0561
1936-2714
DOI:10.1002/trtr.1380