An Initial Study of Online Reading Comprehension Ability in Rich and Poor School Districts

• In Event: Roundtable Session 34
  In Roundtable Session: Comprehension During and After Reading

Abstract

Previous work showed that additional skills are required for successful online reading comprehension, beyond those required for offline reading comprehension (Author, in press; Authors 2007). 210 7th grade students in rich and poor districts, completed two assessments of online reading comprehension, a prior knowledge assessment, and an Internet use survey. ANCOVA analysis controlled for pre-test differences on the state reading assessment (a measure of offline reading comprehension) and prior knowledge differences. Results suggest: 1) the online reading comprehension assessment was both valid and reliable; 2) when offline reading and prior knowledge differences are controlled, economically challenged students were less skilled at online reading; 3) economically challenged students used the Internet less at school, compared to economically advantaged students.

Authors

• Donald J. Leu, University of Connecticut

• Jonna M. Kulikowich, The Pennsylvania State University

• Nell Sedransk, National Institute of Statistical Sciences

• Julie Coiro, University of Rhode Island

• Greg McVerry, Southern Connecticut State University

• Heidi Everett-Cacopardo, University of Connecticut

• Elena E. Forzani, University of Connecticut

• W. Ian O'Byrne, University of New Haven

• Lisa Zawilinski, University of Hartford

• Clint Kennedy, University of Connecticut

• Michael Hillinger, Lexicon Systems LLC