Talking About Reading as Thinking
Modeling the Hidden Complexities of Online Reading Comprehension
Bibliographic Data
| ID | 4255572 |
|---|---|
| Authors | Julie Coiro (0000-0002-2578-3748, University of Rhode Island, corresponding author) |
| Year | 2011 |
| Volume | 50 |
| Issue | 2 |
| Pages | 107-115 |
| Publication date | 2011-04-08 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2011.558435 |
| OpenAlex | W2114204528 |
| Language | EN |
| Citations received | 17 |
| References cited | 7 |
This article highlights four cognitive processes key to online reading comprehension and how one might begin to transform existing think-aloud strategy models to encompass the challenges of reading for information on the Internet. Informed by principles of cognitive apprenticeship and an emerging taxonomy of online reading comprehension strategies, I introduce think-aloud instructional models for explicitly teaching students how expert readers approach, interact with, monitor their understanding of, and respond to online information texts. Over time, think-aloud strategy lessons in online reading environments help students recognize, label, and define a range of more and less familiar online cueing systems and related reading purposes. In turn, students can begin to actively consider additional strategies for effectively comprehending and using the range of informational texts they encounter on the Internet. (c) The College of Education and Human Ecology, The Ohio State University
Cognition · Cognitive Apprenticeship · Cognitive science · Comprehension · Human–computer interaction · Linguistics · Mathematics education · Online discussion · Protocol analysis · Reading (process · Reading comprehension · The Internet · Think aloud protocol · Usability · World Wide Web · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development
Les compétences informationnelles d’enseignants du primaire et du secondaire lors d’une recherche par mots-clés sur un moteur de recherche
Elementary teachers’ cognitive processes and metacognitive strategies during self-directed online learning
Exploring uncharted territories in L2 online reading
Promoting sixth graders’ credibility evaluation of Web pages
Explicit video-based instruction enhanced students’ online credibility evaluation skills
Citing as a sourcing practice
Sixth graders’ selection and integration when writing from multiple online texts
Strategy training and mind-mapping facilitates children’s hypertext comprehension
The role of metacognitive skills in solving object-oriented programming problems
Updating Practice Recommendations
Vocabulary Learning on the Internet
Literacy Learning in a Digitally Rich Humanities Classroom
Spacecraft Reveals Recent Geological Activity on the Moon”
Scale Development Study for Prospective Teachers of Online Reading Strategies
Early home literacy and adolescents’ online reading behavior in comparative perspective
Visual Images as Tools of Teacher Inquiry
Literacy in Theory and Practice
| Unique citing works | 17 |
|---|---|
| Citations per year | 1,31 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |