Education Week - May 7, 2014 - 24

DIGITAL DIRECTIONS > Tracking news and ideas in educational technology
www.digitaldirections.org
Research Around Digital Reading
Points to Potential Learning Gaps
CONTINUED FROM PAGE 1
or digital tablet, according to a recent
survey from Project Tomorrow,
an Irvine, Calif.-based nonprofit
group.
Over the same time period, all but
a handful of states have adopted
common academic standards that
call upon students to master increasingly
complex texts.
The convergence of those trends
has helped spark renewed interest
in decades of study of the merits of
"
There are real
consequences for the
types of serious
reading people can
do in those [digital]
environments."
ANDREW DILLON
Dean of the School of Information,
University of Texas at Austin
reading on a screen versus in print.
Researchers now say that while
many digital texts do a good job
of motivating and engaging young
people, such texts also pose a number
of problems.
When reading on screens, for example,
people seem to reflexively
skim the surface of texts in search
of specific information, rather than
dive in deeply in order to draw inferences,
construct complex arguments,
or make connections to their
own experiences. Research has also
found that students, when reading
digitally, tend to discard familiar
print-based strategies for boosting
comprehension.
And many of the multimedia elements,
animations, and interactive
features found in e-books appear
to function primarily as amusing
distractions.
Rather than resist the new technologies,
though, some educators
are trying to make sure students get
the best of both worlds. And they're
beginning to get help from ed-tech
products such as Actively Learn,
Curriculet, and Subtext.
"We are very intentional about
how [our] user interface operates,"
said Jason Singer, the ceo of Curriculet,
an 18-month-old San Francisco-based
startup that has already
signed up more than 100,000 students
and teachers for its free digital
reading platform. "Our approach
helps struggling or reluctant readers
revisit or reread the text, or note
that important moment to stop, take
a breath, and read more deeply."
Digital Reading Tension
Christopher Hitt, 14, is the picture
of a "reluctant reader."
"I never read. Only when I have
to. I think it's really boring," said Mr.
Hitt, a 9th grader in the 3,000-student
Southern Regional school system in
Manahawkin, N.J.
When given an assignment, he said,
he prefers reading on a digital device
to reading a print book.
But Mr. Hitt is also quick to acknowledge
a big problem: "I understand
better when [text] is on paper,
because it's all right there, and it's not
skipping ahead and back all the time."
That tension -between digital
reading's tendency to foster increased
engagement, but discourage deeper
comprehension-is presenting a massive
new challenge for schools, said
Andrew Dillon, the dean of the school
of information at the University of
Texas at Austin.
"There's been this huge push from
tech companies to get their stuff into
classrooms, but that's purely a commercial
venture," Mr. Dillon said.
"There are real consequences for the
types of serious reading people can do
in those [digital] environments."
Researchers have documented students'
struggles with comprehension
when reading Internet-based texts on
computers, although the literature on
how reading e-books on computers is
inconclusive.
And while similar research on mobile
devices is just emerging, there are
worrisome signs: A study last year by
Heather R. and Jordan T. Schugar, a
wife-and-husband research team at
Westchester University of Pennsylvania,
found that a small sample of
students comprehended traditional
books at "a much higher level" than
they comprehended the same material
when read on an iPad.
A 2012 study by the Joan Ganz
Cooney Center at Sesame Workshop,
a New York City-based research
organization for children's digital
media, found that 3- to 6-year-old
children who "co-read" high-tech ebooks
with their parents "recalled
significantly fewer narrative details
than children who read the print
version of the same story."
As a result, some observers fear
that mobile devices, especially digital
tablets as they are now being used in
the classroom, are not supporting the
kinds of extended, rich interactions
with text called for in the Common
Core State Standards.
"People think of technology as the
solution, but it's often the cause of the
problem," Mr. Dillon said. "It's not the
end of reading, but it is the diminution
or simplification of reading."
Necessary Adaptation
For Katherine A. Baker, who's been
teaching freshman English at Southern
Regional High School in New Jersey
for 15 years, the question is not
whether print or digital media better
support students' comprehension, but
the best ways to help students like
Mr. Hitt learn to read deeply in both
environments.
"We live in two worlds now," she
Hobson Selfridge, 15, reads an assignment during an English class at Southern
Regional High School in Manahawkin, N.J. The school is putting strategies in
place to improve students' reading comprehension on digital devices.
said. "We have to adapt."
During a recent eight-week unit,
Mr. Hitt and his classmates read
print copies of The Odyssey, the epic
poem from ancient Greece. Then,
they read about 20 supplemental
texts-including other poems, informational
texts, and contemporary
first-person essays exploring
similar themes-using a combination
of paper handouts, a classroom
set of Chromebooks, and their own
smartphones.
On paper, the students were expected
to take notes, highlight, and
Pa. District Trains Staff on E-Reading Strategies
By Benjamin Herold
As concern about technology's
impact on student reading comprehension
grows, some researchers
and educators are pursuing strategies
for promoting "deep reading"
skills on mobile digital devices.
In the 3,600-student Radnor
Township district outside Philadelphia,
for example, officials are
working to train high school teachers
in ways to help students transfer
print-based reading strategies
to their lessons when they use new
school-issued iPads.
"People tend to become much
more passive when holding a digital
reading device in their hands,"
said Joan Cusano, the district's director
of instructional technology.
"Instruction has to be much more
explicit, both to teachers, and from
teachers to students."
This school year, 11 Radnor High
teachers are receiving four days of
researcher-led training on "Using
Literacy Strategies for Critical
Reading on the iPad in Support of
Higher-Level Thinking and Creativity."
The focus is not on a particular
app or tool, Ms. Cusano said, but on
cultivating mobile-device versions
of established print reading skills.
Such skills include:
* Previewing and predicting.
The Radnor teachers are urged to
remind students how they scan traditional
print texts for headlines,
organization, and other key indicators
in order to size up a given reading.
The teachers are also taught to
demonstrate how to use digital tools
to perform similar tasks on mobile
devices.
make annotations-all techniques
that researchers say help drive comprehension.
On
their devices, the students used
Curriculet, a free browser-based digital
tool that seeks to encourage similar
close-reading strategies.
Ms. Baker said she learned about
Curriculet while reading an article
waiting in line at the grocery store.
"I was so excited I almost dropped
my phone," said the teacher, who has
since done paid consulting work developing
content for the company.
Now, Ms. Baker said, she can offer
* Tracking thinking. In print,
many teachers and students are
comfortable marking up a text with
colored highlighters to categorize
significant information and make it
easier to find later. In digital environments,
researchers and Radnor
administrators say, such skills are
critically important, but are not
intuitive for most people, and thus
need to be explicitly taught.
* Drawing inferences. The
Common Core State Standards now
being implemented in most states
call for "close reading" that involves
diving into texts themselves-
rather than one's own opinions-in
search of evidence and meaning.
Coding and annotating texts can
help students read between the
lines, but performing such tasks on
mobile devices is an entirely different
skill from doing so on paper.
E-Book Reading Skills
New technologies can help with
each of those strategies, said
Heather R. Schugar, an assistant
education professor at nearby West
Chester University of Pennsylvania
who helped develop and lead the
professional development in Radnor.
But no app by itself, Ms. Schugar
24 | EDUCATION WEEK | May 7, 2014 | www.edweek.org
Jessica Kourkounis for Education Week
http://www.digitaldirections.org http://www.edweek.org

Education Week - May 7, 2014

Table of Contents for the Digital Edition of Education Week - May 7, 2014

Contents
Education Week - May 7, 2014 - 1
Education Week - May 7, 2014 - 2
Education Week - May 7, 2014 - Contents
Education Week - May 7, 2014 - 4
Education Week - May 7, 2014 - 5
Education Week - May 7, 2014 - 6
Education Week - May 7, 2014 - 7
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Education Week - May 7, 2014 - Cover1
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Education Week - May 7, 2014 - Cover3
Education Week - May 7, 2014 - Cover4
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