Videos
of Three Online Readers
This site provides the videos of
online reading comprehension, below, that are described in the
following chapter:
Leu, D. J., Zawilinski, L., Castek,
J., Banerjee, M., Housand, B.,
Liu, Y., and O’Neil. M (in press). What is new about the new literacies
of online reading comprehension? In A. Berger, L. Rush, & J. Eakle
(Eds.). Secondary school reading and
writing: What research reveals for classroom practices. National
Council of Teachers of English/National Conference of Research on
Language and Literacy: Chicago, IL.
Click here to view the score sheet for Riko in a separate window (PDF file coming soon).
Riko is an example of a high achieving offline reader who also is highly proficient with online reading comprehension. His example supports the prevailing assumption that online and offline reading is the same. This hypothesis would predict that high achieving offline readers would also be high achieving online readers and that low achieving offline readers would also be low achieving online readers.
Marcos is a high achieving offline reader but a surprisingly low achieving online reader. His case provides evidence that there are additional new reading comprehension skills required during online reading comprehension.
Tomas
is an example of a very weak offline reader, being provided with
supportive services as a student with a specific learning disability in
reading. Surprisingly, however, he was among the top 15% of
online readers in our sample. His example shows us that readers who
struggle with offline materials may not struggle with online materials
to the same extent, as long as they have the skills and strategies
essential to online reading comprehension.
To properly view the videos, you
will need the free "Flash Player" software: 
To view the PDF documents, you will
need the free "Acrobat Reader" software: 
Portions of this material are based upon work supported by the Institute for Education Sciences and the U.S. Department of Education under Award No. R305G050154, the North Central Regional Educational Lab/Learning Point Associates, and the Carnegie Corporation. Opinions expressed herein are solely those of the authors and do not necessarily represent the position of either the U.S. Department of Education, the North Central Regional Educational Lab, or the Carnegie Corporation.