UNIVERSITY LEVEL SECOND LANGUAGE READERS’ ONLINE READING AND COMPREHENSION STRATEGIES
As the most broadly used technology for
information gathering, the Internet has become one of the most important
contexts for education. Over 2.9 billion individuals use the Internet (World
Wide Web Consortium, 2014), and as the number of users of the Internet has
increased, literacy practices, particularly in the area of reading (Coiro,
2011), have changed in response to the challenges and resources of the new
media. Past studies have shown that proficient first language (L1) speakers use
a variety of reading strategies to construct meaning (Langer, Bartolome, Vasquez,
& Lucas, 1990; Pressley & Afflerbach, 1995), while more recent studies
have determined that online reading requires comprehension “practices, skills,
and dispositions” (Castek, Coiro, Hartman, Henry, Leu, & Zawilinski, 2007,
p. 38) that go beyond what traditional reading comprehension strategies can
inform (Castek et al., 2007; Leu, McVerry, O’Byrne, Kiili, Zawilinski,
Everett-Cacopardo, . . .Forzani, 2011; Coiro, 2003, Coiro & Dobler, 2007;
Hartman, Morsink, & Zheng, 2010). To become successful readers in the
digital age, readers need both traditional reading strategies and new skills
associated with reading online texts (Afflerbach & Cho, 2009; Coiro &
Dobler, 2007).
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