Reading on the Screen

1. Scaffolding and differentiating according to reading level - selecting resources that are individualized to the reading levels of students, with so many options, this should not be a problem

2. Reading with students and talking to them about their reading - having individual conferences with students to hear them read and discuss comprehension

3. Using digital text in conjunction with other text sources during instruction - modeling a wide-variety of text to ensure students experience as many formats as possible.

1. Use sources, when reading, that are lexile appropriate.

2. Have students follow along if reading content.

3. Utilize modeling with Kami on digital formats to help guide students through the process.

1. Making sure the level of the text matches their reading levels. 

2. Using digital sources in Google Classroom as well as print sources passed out in class. 

3. Checking for comprehension after reading. 

I agree with your techniques and feel these would work best with the classes we have based on age and digital content. 

Of course material should be differentiated to their reading levels, but the students must be taught how to actively read the material.  Before reading preparation, during reading, and reflection afterwards are all important skills to make them stop and think and engage the material.  There is more to reading than decoding words. 

Yes, there is definitely more to reading than decoding words. I feel that sometimes students fall into the trap of wanting to read as fast as they can (because we time them!) but then their comprehension suffers. I agree with you that active reading is about brainstorming before reading, stopping and thinking during reading and reflecting after reading. This is why science and social studies classes and field trips are so important for students, especially those in lower income districts. It's difficult to activate prior knowledge of a subject when they have never had experiences with that subject. 

1. Interacting with students as they are reading digital text

2. Reinforcing digital text with other forms of media -- print, audio, visually tracking

3. Using digital tools -- like a "read along" feature, dictionary or content quiz to confirm comprehension

1. Using digital tools - it is important to teach students how to access and use the digital tools available to online reading. Tools such as translation, highlighting and closed caption are all important to teach to help increase student understanding.

2. Differentiation - Scaffodling online texts is very important for students. Stopping often to discuss with students what is being read and allowing for read aloud when available are just two ways this can be accomplished.

3. Finding text without ads, hyperlinks, or other interactive features - this goes back to one of my earlier posts saying that it can be very distracting to read online. I think it is important to find online readings without the distractions to help increase student understanding. 

I was recently working with a group of 4th-grade teachers on Folktales with their students. Here are some ways I could incorporate best practices from the article:

1. Activating Prior Knowledge & Setting Goals:  We'll start with a brainstorming session to activate what students already know about stories and different cultures. Then, we'll set clear learning goals, like identifying common folktale elements or exploring cultural reflections in the stories.
2. Chunking & Sticky Notes: Break down the reading or choose shorter tales. Use sticky notes for students to collaboratively mark key points and vocabulary.
3. Venn Diagrams & Showcase: After reading, students create Venn diagrams to compare/contrast folktales, then use findings to create a classroom chart highlighting key elements and cultural diversity.

One of the tips that I read about that I need to more consciously use is the use of Closed Captioning. As an older teacher, I sometimes found the CC distracting until I started watching Netflix with my daughter and she loves watching with CC. Once I got used to it, I realized how much more I do understand. I think my older students who are more fluent in reading could certainly benefit from the consisten use of CC when I show vidoes. 

Another strategy that is helpful is teaching students how to take notes from the digital material they are reading. It's so easy to just copy and paste in digital format, so helping students learn how to copy and paste and then restate what they have copied and pasted in their own words. Two column note taking could really help this.  I also need to make better use of the highlighting feature of digital reading for students. 

I also like the strategy of allowing students to go back and click on the links AFTER they have read the information and discussed it with a partner. I think I have often spent too much time telling them to just ignore the distractions rather than letting them explore the distractions.

1) Use high-interest and complex texts: I will make sure that when I am providing students with audio for an online text, the audio will be at a higher Lexile level so they will be exposed to vocabulary and porosity that they might not otherwise be if they are only reading or listening at their current Lexile level. 

2) Help students create a plan to prioritize learning before reading an online text: Students tend to have a short attention span, so when there are hyperlinks or the ability to go to other tabs, it is easy for students to get distracted. I've seen many times that students will check the clock on their iPads multiple times over the course of several minutes. When they do this, they are not focused on their learning. As a teacher, I can help them come up with a plan to stay focused on the learning before they start reading, which will help them stay focused. 

3) Adults should interact with young readers with digital text: Just like with print, teachers need to interact with students while reading digital text. Students need to hear teachers read the digital text out loud, stop and ask questions regarding the text and come back to it to keep reading, just like in print. We cannot assume that there is no difference between the two types of print for students, especially young students.