Measuring the Potential Benefits of Internet Reciprocal Teaching.

Welcome to the companion website for the chapter:

Leu, D. J., Coiro, J., Castek, J., Henry, L. A., Reinking, D. & Hartman, D. K. (2008). Research on Instruction and Assessment in the New Literacies of Online Reading Comprehension. In C. C. Block, S. Parris, & P. Afflerbach. (Eds.). Comprehension instruction: Research-based best practices. New York: Guilford Press.

On this page, we share our think-aloud methodology and four broad categories of formal and informal instruments we have designed to evaluate the effects of Internet Reciprocal Teaching.

A. Student Think-Aloud Methodology

o Year 1 Protocols for Verbal Protocol 1, Verbal Protocol 2, and Verbal Protocol 3 (download pdf)

B. Formative Assessments of Online Reading Comprehension Strategy Use

o Formative Assessment of Students’ Emerging Knowledge of Internet Strategies (FASEKIT) – Student Instrument and Teacher Protocol (download pdf)

C. Curriculum-Based Information Challenges (sample tasks and student responses)

o A mystery email challenge that integrated samples of descriptive writing and personal letters to evaluate the development of new literacy strategies as part of a unit on narrative writing (download pdf)

o A Wikipedia activity that challenged students to share information they researched about respiratory scientists with a worldwide audience (download pdf)

o An informational website challenge designed to prompt prediction and inferential reasoning skills as part of an interdisciplinary unit on the Holocaust – see http://www.lite.iwarp.com/resist1.html

o An interactive blog discussion that assessed seventh graders ability to share critical evaluation strategies they used to determine which informational websites were reliable and which were pretend (download pdf)

D. Performance-Based Assessments of Online Reading Comprehension Ability

o Coiro, J. (2006). Measuring Internet comprehension: Accessing, evaluating, and communicating information. In D. Reinking & D. Leu, (Chairs), Developing Internet reading comprehension strategies among adolescents at risk to become dropouts. Poster presented at the annual meeting of the American Educational Research Association, Chicago, IL. Download a pdf summary document of the poster session that includes sample items and scoring rubrics for:

§ ORCA Instant Message

§ ORCA-Blog Human Body Systems

§ ORCA-Scenarios I and II

§ ORCA-Iditarod

E. Objective Measures of Online Reading Comprehension Ability

o Download pdf that includes sample items and scoring rubrics for:

§ The Survey of Internet Use and Online Reading

§ Online Reading Comprehension Growth-Curve Assessment.

To view videos of students demonstrating online reading comprehension skills and strategies outlined in Checklists 1 and 2 (Appendix A and B), visit http://www.newliteracies.uconn.edu/iesproject/videos/

For more information, please visit:

* Teaching Internet Comprehension to Adolescents (TICA) Research Project
* The University of Connecticut’s New Literacies Research Team