Direct Instruction: Online Reading Strategies
Overview
Research shows that, along with traditional reading comprehension strategies, learners use unique strategies to read the non-linear, hyperlinked structure of online texts. When reading online, learners must infer which hyperlink may be relevant to read, make connections within and between linked texts, and interpret multimedia. Defining a goal and questions prior to reading, creating a map of information when reading, and limiting the number of links to explore are strategies to help learners navigate reading on the Internet. This can also help to reduce the strain on Working Memory while reading online and minimize distractions when using hyperlinks.
Use It In Your Learning Environment
Instructors can model how they read web-based texts using think alouds with multimedia demonstrations. For example, an instructor can walk students through the process of navigating news sources online to find more information on a given topic to support the development of information literacy. Modeling these processes supports learners' Self-regulation and may help strengthen Foundational Reading Skills. Including skills for web-based reading, like highlighting and summarizing information from these sources or studying graphs, charts, videos and images along with text as a part of their assignments, helps adult learners comprehend the information better, make connections between what they are reading, and prompt the Cognitive Flexibility required to read online. Programs can include visual maps for learners to fill in to track what links and sites they have visited while reading online texts, supporting their Metacognition.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Instructional Approaches Strategies
When adults can connect and communicate with authentic audiences about their interests and values, learning becomes more personally meaningful and relevant.
When designing instruction for adults, expectations and goals should be clearly outlined to help learners focus on the material and make plans for success.
Competency-based learning is self-paced, focused on mastery, and centered around demonstrating learning outcomes and skills rather than where or how they were attained.
Formative assessment is "assessment for learning" rather than "assessment of learning".
Opportunities for students to practice skills in context, with instructor support and also independently, helps to move concepts and ideas into Long-term Memory.
Intentionally incorporating voice and choice into adult learning experiences is critical for making learning meaningful and relevant.
Metaphors and analogies can support learners by helping to form connections and to notice patterns and similarities that promote learning, self-concept, and higher order thinking.
Mindfulness is a practice to create internal balance and a sense of being present in the moment.
Instruction and training presented in multiple formats allows learners to activate different cognitive skills and Background Knowledge that are necessary to remember procedural and content information.
When instructors ask questions or have learners create questions before introducing a text, they activate interest, increase Motivation, and help them assess what they already know about a given topic.
Process-based writing focuses on how learners brainstorm, outline, draft, and revise their writing and is most effective when paired with feedback, especially for English language learners.
When instructors are able to provide context, and connect math concepts to an adult learner's world, math can be seen as relevant and applicable to their daily lives and work- a core aspect of adult Numeracy.
Learning and studying information across multiple sessions that are spaced, or distributed in time, can promote learning and long-term retention of both basic and conceptually complex facts and concepts.
