초등학생 독자의 인터넷 읽기 전략 연구 = Identifying and Describing Internet Comprehension Strategies Used by Elementary Internet Readers

다국어 초록 (Multilingual Abstract)

The purpose of this qualitative study was to explore the types of reading strategies that proficient elementary readers use while reading on the Internet. Five highly proficient sixth grade readers met individually with a researcher and performed Internet reading tasks which involved reading and writing about the argumental topic for two hours within open-ended Internet environments. I used multiple sources to triangulate complementary data: participants’ think-aloud protocols were synchronized with their reader-computer interactions recorded in the computer, participants’ writing, and semistructured interviews to provide insights on their Internet reading strategy uses. I constantly referenced the model of Constructively Responsive Reading (Cho, 2011, 2013; Afflerbach & Cho, 2009; Pressley & Afflerbach, 1995). Findings suggested that successful Internet elementary readers use the four types of strategies named by Cho in Internet contexts: Realizing of constructing potential texts to read, Identifying and learning text content, Monitoring, and Evaluation(Cho, 2011, 2013). Secondly, the frequency of using Constructive Internet Reading Strategies used by the five proficient elementary school readers participating in the current study was presented. Implications are discussed in relation to New literacy theory and future reading comprehension education.

참고문헌 (Reference)

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