Running head: BIBLIOGRAPHY ENTRY REVIEW 1

Bibliography Entry Review

Muhammad Farooq (Umer)

California State University Monterey Bay

IST 511: Writing Workshop

Sarah Tourtellotte
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Bibliography Entry Review

Coiro, J. (2009). Rethinking Online Reading Assessment. Retrieved November 09, 2017 from

https://s3.amazonaws.com/academia.edu.documents/228078/Coiro_EL2009.pdf?AWSAccessKe

yId=AKIAIWOWYYGZ2Y53UL3A&Expires=1510279965&Signature=9tno7iIe3RONBRTw91

OQCBa8O2U%3D&response-content-

disposition=inline%3B%20filename%3DCoiro_J._2009_._Rethinking_reading_asses.pdf

In his article on online reading assessment, Coiro discusses challenges related to the

online reading comprehension assessment. The author points out how reading comprehension on

the internet differs from the traditional reading from the books. One key difference, according to

her, is that the students need new skills to read online effectively, such as sifting through

disparate sources, synthesizing the most reliable and relevant information within the sources and

communicating with other students using various tools at the same time. Referring to the cases

where off-line high achievers appears to be low achieving online readers and vice versa, the

author lays out ways for the teachers to determine which students are proficient in online reading

and which students require more support.

Being an assistant profess, the author herself witnesses how the growth in the digital

technology is changing the nature of reading comprehension. Despite the fact that new

comprehension theories have emerged in the recent years, the author believes that there is a need

for a better definition to understand what it means to be a skilled online reader. In order to know
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which students are better online readers, we need to develop new or modify the existing

assessment tools to meet the requirements of the new digital age.

Leu, J. D., McVerry G. J., O'Byrne I. W., Zawilinski, L., Castek, J., & Hartman, D. K. (2009).

The New Literacies of Online Reading Comprehension and the Irony of No Child Left Behind:

Students who Require our Assistance the Most, Actually Receive it the Least. Retrieved

November 09, 2017 from https://s3.amazonaws.com/academia.edu.documents/32389083/Leu-4-

18-

08finalsubmitted.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=151028021

8&Signature=MCC%2F2%2BXqyLVvlutKHiIkxTH4obM%3D&response-content-

disposition=inline%3B%20filename%3DThe_New_Literacies_of_Online_Reading_Com.pdf

In a sharp criticism to the No Child Left Behind policy, the group of authors from the

University of Connecticut discusses how absence of the valid online reading comprehension

assessment tools increases the reading achievement gaps. They argue that the internet has

become a defining technology for literacy and learning in the 21 st century as the number of

people using internet has increased manifolds over the last decade or so. They explored the

impacts on the reading comprehension and online reading assessment because of the rapid

development in technology, changing nature of reading habits of adolescents, changing nature of

literacy in the workplace, and shift from page to screen.

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Clearly pointing out the ways in which the online reading comprehension is different

from the tradition reading comprehension, the authors argued that the students need a new set of

skills to become a better online reader, depending on the level of complexity of the tasks. They

alleged that we had failed to understand the internet as online reading comprehension issue

which led to polices that actually increased the gap among poor and diverse learners. They call

for a debate within the literary community to determine what it means to be a reader in the 21 st

century if we want to prepare all students for the new literacies of online reading comprehension.

Lai, L. M. (2017). Reading Strategy Awareness Training To Empower Online Reading. Retrieved

November 09, 2017 from file:///Users/umer/Downloads/291-716-1-PB%20(1).pdf

In this article Reading Strategy Awareness Training To Empower Online Reading, Lai

discusses various types and characteristics of the online texts which the author believes require

new type of literacy. The author explores in detail the issues related to non-linear hypertexts,

multimedia texts, and interactive texts. Lai argues that the online texts have different

characteristics but learners do need to have the basic reading comprehension skills and strategies

to handle basic online reading tasks. The author, through a research which focus on use of

strategy awareness training to facilitate and scaffold learners’ online reading tasks, discuss how

important it is for the teacher to scaffold by modeling some important reading strategies.

In his research, the author argues that the strategy awareness sessions provide the learners

with more strategies and also equip them to use different “paths available on the web.” He
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focuses more on the learners’ autonomy and feels that learners can find new strategies that suit

their learning style. The author calls for “expanding their repertoire of strategy use” which

enables learners to adapt and adopt more strategies and this improves their online reading ability.

As for as practicality of the internet goes, the author believes the teachers have much more room

and variety such as audio, music and video clips to enhance their teaching materials which can

enable the learns to understand and grasp better in their learning.

Carioli, S., Peru, A. (2016) The Think-Aloud Approach: A Promising Tool for Online Reading

Comprehension. Retrieved November 06, 2017 from

http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1250&context=jmle

In this article, The Think-Aloud Approach: A Promising Tool for Online Reading

Comprehension, Carioli and Peru point out that how little attention is being paid to online

reading comprehension in Europe as the most school teachers are not trained on how to increase

students’ proficiency in the online reading comprehension. The authors argue that students are

not being taught how to read the web as the studies conducted showed that when the untrained

readers were asked to read on the internet they just scrolled up and down a web page without

really reading anything. They picked up only key words, as a result their comprehension was

significant poorer than that of trained readers whose reading was more deliberate, thorough, and

purposeful.
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In this article, the authors mainly discuss how think-aloud technique can improve students’

proficiency in online reading comprehension. Their work on this subject is at the initial level,

therefore, it is difficult to draw a definite conclusion without substantiating effectiveness of

think-aloud approach by additional empirical evidence from large samples of participants from

different countries and contexts.

Morrison, R. (2016). Virtual Reality in the Language Learning Classroom. Retrieved November

06, 2017 from http://journals.library.mun.ca/ojs/index.php/mwatch/article/view/1743/1351

In this article on Virtual Reality in the Language Learning Classroom, Morrison discuss

importance of virtual reality and its advantages and disadvantages in the field of language

learning. The author being himself a language teacher wants to find creative use of mobile

devices as he feels that the efforts to keep the mobile devices out of the students’ hand, which

many believe that cause distraction in the classroom, have failed. Therefore, the author thinks

why not use the mobile devices for effective educational purposes as this tech-savvy generation

does have some needs that can only be met through technology based-learning.

As a language teacher at School of English as a Second Language Preparatory and

Liberal Studies George Brown College, Morrison feels that virtually every school in the US has a

computer which student can access but there is no policy in the schools on how to use mobile

devices in learning. The author says virtual reality can help combining multiple exiting

technologies into a system that could improve the language-learning environment. Counting
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advantages of the VR, Morrison argues based on the studies conducted in this area that it can

really help students boost their confidence, leading to improved proficiency in the productive

skills like writing and speaking. Morrison’s writing is insightful and of practical use for language

teachers. The practice implementations of the VR suggested in this article will help both the

curriculum designers and the teachers who teach any foreign language.