The New Literacies of Online Research and Comprehension: Rethinking the Reading Achievement Gap

Abstract

Is there an achievement gap for online reading ability based on income inequality that is separate from the achievement gap in traditional, offline reading? This possibility was examined between students in two pseudonymous school districts: West Town (economically advantaged) and East Town (economically challenged; N = 256). Performance‐based assessments were used within a simulation of the Internet developed as part of a larger project. Seventh graders completed two online research and comprehension assessments, which evaluated four skill areas (locate, evaluate, synthesize, and communicate) and two knowledge domains in science. Students also completed an assessment of prior domain knowledge and a short Internet use questionnaire. Standardized state reading and writing test scores served as measures of offline literacy skills. Results indicated that there was a significant achievement gap favoring West Town students in offline reading scores, offline writing scores, and online research and comprehension scores. A significant gap persisted for online research and comprehension after we conditioned on pretest differences in offline reading, offline writing, and prior knowledge scores. The results of the questionnaire indicated that West Town students had greater access to the Internet at home and were required to use the Internet more in school. These results suggest that a separate and independent achievement gap existed for online reading, based on income inequality. Current estimates of this gap, which rely solely on measures of offline reading, may underrepresent the true nature of the U.S. reading achievement gap in an online age. Policy implications are explored.

Composing across modes: a comparative analysis of adolescents’ multimodal composing processes

“…Educators and policy-makers have begun to incorporate multimodal literacies into the curriculum for a variety of reasons, including to improve equity (Leu et al 2014) and meet the new learning needs of today's adolescents (Dalton and Proctor 2008;Leu et al 2004;Mayer 2008). Shifts in pedagogy and standards towards an expanded view of literacy have also begun to take place -sharing a view of the learner as someone who is both a critical consumer and a skillful producer of digital multimodal texts (NCTE 2013).…”

Hypermedia Literacy: An Insight into English as a Foreign Language Online Reading Processes

“…However, digital literacy theory is an emerging area of study and continues to seek a theoretical framework and accepted body of knowledge. Leu et al (2015:2) is of the view that the "Internet is a Literacy issue". With the Internet, "literacy is not just new today; it is new every day, as additional technologies for literacy regularly and rapidly appear online" (Leu et al 2015:5).…”

“…Meanwhile, they noted that students' preferred learning styles appear to influence these information processing methods. Some also inferred that there appears to be a complex relationship between digital reading and offline reading skills that are required when the reader moves from traditional reading to the hypermedia environment (Leu et al 2015;Afflerbach & Cho 2010;Hartman, Morsink & Zheng 2010;Coiro & Dobler 2007). Researchers in the field of new literacies have yet to develop firm conclusions of these assumptions about the changes that hypertext and hypermedia environments may bring to academic reading and learning, particularly in the context of EFL or second Language (L2) hypermedia reading processes.…”

“…Leu et al (2015), Hsieh andDwyer (2009), andDriscoll (2005) in their separate investigations into digital reading consistently revealed that L1 and L2 students with their own learning styles may process information differently in an online environment and that different online reading strategies may influence students' information processing methods. To date, these developments and future directions in hypermedia and hypertext introduces digital reading theory as an emerging area of study that continues to seek a theoretical framework and acceptable body of knowledge.…”

“…Following on, Patterson (2000:74-80) contends that this can lead to new educational practices for teachers and students, who can use hypertext in new, participative ways in the classroom. Further, Leu et al (2015) asserts hypertext reading environment creates an interaction between reader and text where the learner apparently has more control over the hypermedia reading environment whilst both the reader and the text are interacting as "active participants" in the reading process.…”