Reading to Learn From Online Information: Modeling the Factor Structure

Abstract

Identifying the factor structure of online reading to learn is important for the development of theory, assessment, and instruction. Traditional comprehension models have been developed from, and for, offline reading. This study used online reading to determine an optimal factor structure for modeling online research and comprehension among 426 sixth graders (ages 12 and 13). Confirmatory factor analysis was employed to evaluate an assessment of online research and comprehension based on a widely referenced theoretical model. Student performance reflected the theoretical constructs of the model, but several additional constructs appeared, resulting in a six-factor model: (a) locating information with a search engine, (b) questioning credibility of information, (c) confirming credibility of information, (d) identifying main ideas from a single online resource, (e) synthesizing information across multiple online resources, and (f) communicating a justified, source-based position. The findings are discussed in terms of theory, assessment, and instruction.

Literacy skills and online research and comprehension: struggling readers face difficulties online

“…Students' ORC skills were measured with the Internet Reading Assessment (Internet Lukemisen Arviointi, or ILA test), which is a Finnish adaptation (see Kiili et al, 2018b) of the Online Research and Comprehension Assessment originally developed by Leu et al (2013a). The test consists of a simulated closed Internet environment and tasks that measure four ORC skill areas: (1) locating information, (2) evaluating information, (3) synthesizing information, and (4) communicating information (see also Kiili et al, 2018b).…”

“…Finally, the students were asked to compose an email to the principal, in which they justified their opinion concerning the purchase of the energy drink vending machine. [For a more detailed description of the ILA test and the content of the online resources, see Kiili et al (2018aKiili et al ( , 2018b. The scoring rubric for the measured skills can be found in the Appendix.…”

“…The remaining responses were scored by a single rater. Validation of the ILA was conducted through confirmatory factor analysis showing that the ILA assessment satisfactorily reflected the ORC framework (Kiili et al, 2018b).…”

“Ditch the Study Guide”: Creating Short Films to Analyze Literature Circle Texts

“…According to Madden, Lenhart, Duggan, Cortesi, and Gasser (), 95% of U.S. teens use the internet regularly, and 75% utilize a smartphone in their classrooms daily. Digital literacies play an increasing role in reading and writing processes in today's classrooms (Kiili et al., ). In English language arts, shifts toward multimodality have become a necessary component of curriculum and instruction (Morrell, ).…”

“…The following question guided my research: How can digital literacies help young adult readers enrich their literature experiences by exploring alternative interactions with texts? FEATURE ARTICLE and writing processes in today's classrooms (Kiili et al, 2018). In English language arts, shifts toward multimodality have become a necessary component of curriculum and instruction (Morrell, 2015).…”