Designing a Flexible Web-Based Reading Environment to Facilitate Self-Regulated Reading Comprehension
Designing A Flexible Web-Based Reading Environment to Facilitate Self-Regulated Reading Comprehension
Smaragda S. Papadopoulou smapapad@gmail.com University of Piraeus (Greece)
Abstract
Reading has always been a foundational element of one’s education. The ultimate goal of reading, however, is not limited to word recognition; the reader’s success lies in comprehension. Comprehending a text is undoubtedly a complex process and it is even more difficult for all learners to acquire self-regulating reading skills. A framework of how a web-based reading environment should be designed in order to meet students’ diverse needs and help them develop reading comprehension skills through processes that favor self regulated reading is outlined in this paper. The attempted synthesis is based on the main premises of Self-regulation Theory and the pedagogical approach of Universal Design for Learning, taking advantage of the new possibilities offered by digital texts and Web 2.0 applications.
1. Introduction
Reading has always been a foundational element of one’s education. Learning to read is intended to provide students with skills that are necessary for proper word recognition and text decoding. The ultimate goal of reading though, is not limited to the recognition of isolated words, but lies in the reader accessing the meaning of the text. Reading comprehension is achieved when words are recognized and their meanings identified, relevant background knowledge is activated and inferences are generated as information is processed during the course of reading. It has also been pointed out that monitoring processes are essential in order to track both ongoing comprehension and the internal consistency of text, allowing the reader to apply repair strategies if there is a danger of comprehension breaking down [1]. Comprehending a text is undoubtedly a complex process. Currently both primary and secondary education teachers are frequently confronted with the same dual
Smaragda S. Papadopoulou smapapad@gmail.com University of Piraeus (Greece)
Abstract
Reading has always been a foundational element of one’s education. The ultimate goal of reading, however, is not limited to word recognition; the reader’s success lies in comprehension. Comprehending a text is undoubtedly a complex process and it is even more difficult for all learners to acquire self-regulating reading skills. A framework of how a web-based reading environment should be designed in order to meet students’ diverse needs and help them develop reading comprehension skills through processes that favor self regulated reading is outlined in this paper. The attempted synthesis is based on the main premises of Self-regulation Theory and the pedagogical approach of Universal Design for Learning, taking advantage of the new possibilities offered by digital texts and Web 2.0 applications.
1. Introduction
Reading has always been a foundational element of one’s education. Learning to read is intended to provide students with skills that are necessary for proper word recognition and text decoding. The ultimate goal of reading though, is not limited to the recognition of isolated words, but lies in the reader accessing the meaning of the text. Reading comprehension is achieved when words are recognized and their meanings identified, relevant background knowledge is activated and inferences are generated as information is processed during the course of reading. It has also been pointed out that monitoring processes are essential in order to track both ongoing comprehension and the internal consistency of text, allowing the reader to apply repair strategies if there is a danger of comprehension breaking down [1]. Comprehending a text is undoubtedly a complex process. Currently both primary and secondary education teachers are frequently confronted with the same dual
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