Abstract
The current study examined the actions and thought processes second grade students go through while reading online, implementing a research based teaching strategy for new literacies, Internet Reciprocal Teaching (IRT). In particular, strategies for how to critically evaluate online text were introduced to the second grade students. Through IRT, second graders were able to  evaluate online texts for relevance and credibility. Participants used several different strategies in determining credibility of online texts. They sought out more information about the website or author, used background knowledge about a particular website, looked at the URL, identified the amount of ads on a webpage, and used other miscellaneous criteria. The current study can contribute to existing literature by exploring evaluation strategies that young students may already possess and addressing any possible relationships between IRT and evaluation strategies used by students while reading on the internet.
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