Show simple item record

ADOLESCENTS' CONSTRUCTIVELY RESPONSIVE READING STRATEGY USE IN A CRITICAL INTERNET READING TASK

dc.contributor.advisorAFFLERBACH, PETER Pen_US
dc.contributor.authorCho, Byeong-Youngen_US
dc.date.accessioned2011-10-08T05:35:20Z
dc.date.available2011-10-08T05:35:20Z
dc.date.issued2011en_US
dc.identifier.urihttp://hdl.handle.net/1903/11879
dc.description.abstractThe goal of this study was to examine types and patterns of reading strategies that proficient adolescent readers used while reading on the Internet. Informed by research related to reading comprehension, intertextuality, and new literacies, I drew upon the model of Constructively Responsive Reading that had evolved from print reading to Internet reading (Afflerbach & Cho, 2009; Pressley & Afflerbach, 1995). The model offered an analytical tool to construct descriptions of the complexity of use of the four general types of strategies in Internet contexts: Realizing and Constructing Potential Texts to Read, Identifying and Learning Text Content, Monitoring, and Evaluation. Seven highly proficient adolescent readers (Mean Age = 17.5) individually performed Internet reading, with a goal to create a critical question about their self- selected controversial topic across two 45-minute sessions: Open Website Searching and Focused Website Learning. I used multiple sources to triangulate complementary data to infer participants' Internet reading strategy use. Participants' think-aloud verbal reports were synchronized with their reader-computer interactions recorded in the computer. These real-time strategy data were complemented by other contextual data (e.g., pre-/post-reading interviews, participant-generated critical questions). I integrated these data into Internet Reading Strategy Matrices of the individual participants, which were analyzed, both qualitatively and quantitatively. During the entire course of data analysis, I constantly referenced the model of Constructively Responsive Reading with the four strategy categories. My data analyses afforded detailed descriptions of diverse constructively responsive reading strategies in Internet contexts and dynamic patterns of such reading strategy use. Grounded-analysis of data resulted in the identification of an array of reading strategies and many instances of strategy interplay among the four strategy categories. Chi-squared analysis of aggregated strategy data revealed the goal-directed nature of strategy use, as participants' use of these four types of strategies was associated with two different session tasks. Also, analysis of the processing chains visualizing the flow of strategy use indicated differences in the performances of Internet reading strategy use among the participants and their distinctive modes of Internet reading. Overall, my study supported the theoretical model of Constructively Responsive Reading, with empirical data that described diversity and patterns of constructively responsive reading strategies in Internet contexts. The complexity of Internet reading was discussed with regard to constructively responsive reading that coordinates different roles and functions of the four general types of strategies.en_US
dc.titleADOLESCENTS' CONSTRUCTIVELY RESPONSIVE READING STRATEGY USE IN A CRITICAL INTERNET READING TASKen_US
dc.typeDissertationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.subject.pqcontrolledReading instructionen_US
dc.subject.pqcontrolledEducational psychologyen_US
dc.subject.pqcontrolledLanguage artsen_US
dc.subject.pquncontrolledADOLESCENTen_US
dc.subject.pquncontrolledINTERNETen_US
dc.subject.pquncontrolledLITERACYen_US
dc.subject.pquncontrolledPROCESSen_US
dc.subject.pquncontrolledREADINGen_US
dc.subject.pquncontrolledSTRATEGYen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record