Best Practices for Digital Reading
by INFOhio Staff 1 year, 10 months agoThink of a lesson you currently use to teach reading or content. What are three of the best practices you can implement and how will you use them in the lesson?
Reading on the Screen
Reading print text is different from reading digital text. Research and studies support specific strategies and approaches to help students read complex text online for comprehension and synthesis. This group has been created for INFOhio users of digital text to learn about and reflect on integrating best practices into instruction. To learn more about reading on the screen, explore the asynchronous classes in the Grades K-5 and Grades 6-12 Digital Content Learning Pathways. Reading on the Screen https://www.infohio.org/campus/learning-pathways/course/reading-on-the-screen Gale in Context: Elementary https://www.infohio.org/campus/learning-pathways/course/gale-in-context-elementary PebbleGo Next https://www.infohio.org/campus/learning-pathways/course/pebblego-next Highlights Library https://www.infohio.org/campus/learning-pathways/course/highlights-library Literature Online https://www.infohio.org/campus/learning-pathways/course/literature-online
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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.
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.