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Literacy 4-6 > Strategies > Direct Instruction: Web-based Reading Strategies

Direct Instruction: Web-based Reading Strategies

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Overview

Research shows that, along with traditional reading comprehension strategies, students use unique strategies to read the non-linear, hyperlinked structure of online texts. When reading online, students must infer which hyperlink may be relevant to read, make connections within and between linked texts, and interpret multimedia. Defining a goal prior to reading, creating a map of information when reading, and limiting the number of links to explore are strategies to help students navigate reading on the Internet.

Use It in the Classroom

  • Teachers can model through think-alouds how they use online reading strategies. For example, teachers can talk about how to look for the most relevant information for accomplishing their reading goals and how they decide which links to click. Modeling these processes supports students' Self-regulation & Inhibition while building their Background Knowledge for how to read non-linear texts.

    • Design It into Your Product

    Videos are chosen as examples of strategies in action. These choices are not endorsements of the products or evidence of use of research to develop the feature.

    Watch how WebQuest can be used to create a lesson plan that guides students through online reading. With the structure of introduction, task, process, evaluation (with rubric), and conclusion, the teacher provides clear instructions and a set of focused links for students to explore, thus holding their Attention to the task at hand while teaching them to purposefully explore the Internet.

  • Developers can include visual maps for students to fill in to track what links and sites they have visited while reading online texts, supporting their Metacognition.
    • View References

    Resources

    Below are additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
    Examples

    Digital Literacy

    Description of digital literacy

    Examples

    Hyperlink Your Teaching

    Tips for creating hyperlinked classrooms

    Examples

    Reading Online

    ReadWriteThink guide for teaching searching, reading, and evaluating strategies

    Examples

    Strategies for Reading Digitally

    Strategies for engaging deeply with digital texts

    Examples

    Teaching Hyperlinked Writing and Reading

    Tips on how to use hyperlinks to teach traditional genres

    Research

    Literacy on the Internet

    The research behind online reading

    Research

    Reading & Cognition

    Subtopic that explores cognitive models of reading on Digital Promise's Research Map

    Research

    Reading Comprehension

    Subtopic that includes research on how people develop reading comprehension skills on Digital Promise's Research Map

    Factors Supported by this Strategy

    Student Background
    Adverse Experiences
    Literacy Environment
    Physical Well-being
    Primary Language
    Safety
    Sleep
    Socioeconomic Status
    Social and Emotional Learning
    Self-regulation
    Cognition
    Attention
    Cognitive Flexibility
    Inhibition
    Metacognition
    Short-term Memory
    Speed of Processing
    Working Memory
    Literacy
    Background Knowledge
    Genre Knowledge
    Morphological Knowledge
    Orthographic Processing
    Syntax
    Verbal Reasoning
    Vocabulary

    More Instructional Approaches Strategies

    Authentic Audiences & Purposes

    Writing can become personally meaningful when students have an actual audience and a real purpose for communicating with that audience.

    Direct Instruction: Genre-specific Writing Strategies

    Explicitly teaching strategies for different genres, like narrative or persuasive writing, helps students write for different purposes and audiences.

    Direct Instruction: Keyword Search

    Teaching students how to create and use strong keywords for Internet searching is critical for helping them know how to find accurate, relevant information.

    Direct Instruction: Spelling

    Formal spelling instruction improves not only students' spelling skills but also their reading skills.

    Direct Instruction: Comprehension Strategies

    When teachers provide explicit instruction in comprehension strategies and model when to use them, students learn how to flexibly apply them to make meaning of texts.

    Direct Instruction: Vocabulary

    Seeing and using new words repeatedly and in many contexts is critical for Vocabulary acquisition.

    Direct Instruction: Writing Strategies

    Explicitly teaching strategies for planning, writing, and revising texts improves students' writing quality.

    Independent Reading

    Independent reading promotes literacy by emphasizing student choice with teacher support in selecting books, as well as by making time for free reading.

    Guided Inquiry

    In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.

    Provide Writing Models

    When students read models of the type of writing they are doing, they can identify effective elements to incorporate in their writing.

    Reading Conferences

    Through one-on-one conferences, teachers can provide individual support to each student to deepen comprehension and interest in reading.

    Pre-reading Questioning

    Helping students think about what they know about the topic of upcoming work helps activate their Background Knowledge or reveals gaps.

    Multimodal Instruction

    Instruction in multiple formats allows students to activate different cognitive skills to understand and remember the steps they are to take in their literacy work.

    Family Engagement

    Students are more likely to come to school when families feel like a valued part of the community.

    Mindfulness Activities

    Through short but regular mindfulness activities, students develop their awareness and ability to focus.

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