Internet Reading Research Articles

Reading on the Internet

AbstractSuccessful Internet reading requires making strategic decisions about what texts to read and a sequence for reading them, all in accordance with readers’ goals. In this paper, we describe the process of realizing and constructing potential texts as an important and critical part of successful Internet reading and use verbal report data to examine such strategic actions by readers in the complex environments of the Internet. We focus on Amalie (pseudonym), a participant in a study of adolescents’ Internet reading strategy use. Amalie's verbal reports describe representative cognitive and metacognitive processes that strategic high‐school readers use as they negotiate the Internet to locate, choose, and use multiple sources. We conclude with a consideration of classroom implications in the era of Common Core State Standards for helping students become accomplished Internet readers.

Exploring the Internet Reading Strategies Used by Elementary School Students to Locate Specific Information.

Exploring the Internet Reading Strategies Used by Elementary School Students to Locate Specific Information.

Competent Adolescent Readers’ Use of Internet Reading Strategies: A Think-Aloud Study

The purpose of this study was to investigate the type, pattern, and complexity of Internet reading strategies used by seven accomplished high school readers. Individual participants performed an academic Internet reading task with the goal of developing critical questions about their chosen controversial topic. Strategies for Internet reading were analyzed from the perspective of constructively responsive reading, both qualitatively and quantitatively, using participant-generated verbal reports complemented by recordings of their computer screens. The data described the nature and sequence of reading strategies that participants used to construct meaning, and the interplay of those multiple strategies in Internet settings. The results demonstrated that the participants’ Internet reading involved the iteration and modification of traditional print-based reading strategies (e.g., meaning-making, self-monitoring, information evaluation) and also the use of strategies characteristic of Internet settings (e.g., text location). Implications of the study's findings on Internet reading strategy use for theory and research are discussed.

A Research on Traits of Adolescents’ Reading and Eye movement in Internet Reading

A Research on Traits of Adolescents’ Reading and Eye movement in Internet Reading

Adolescents' Constructively Responsive Reading Strategy Use in a Critical Internet Reading Task

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Multi-Channel Demand in Two-Sided Markets: Evidence from the Magazines Industry

Traditionally, magazines have operated in a two-sided market, serving two groups of customers at the same time: readers and advertisers. With the rise of the Internet, further demand channels have been explored: readers can now access much of the contents also on the magazine's website, which in turn has attracted advertisers to these websites. In this paper, I analyze the interactions between the traditional (offline) demand channels and the new (online) demand channels in the German magazines industry. In particular, I focus on the link between offline and online advertising. I first construct a model in which there is only the offline world and estimate it, using GMM, with data from the time period when there was no Internet reading or advertising. Under the assumption that with the rise of the Internet the estimated coefficients of this nested model do not change, I then estimate the remaining parameters of the full model, in which offline and online advertising and reading coexist.I find that offline and online advertising are substitutes albeit not perfect ones. In line with previous research, I estimate the network externalities from magazine readers to advertisers and vice versa to be positive: advertisers like readers and readers like advertisements. Additionally, I find the same result for the online market.

Strategies for Internet Reading with Different Reading Purposes: A Descriptive Study of Twelve Good Internet Readers

This descriptive study explored different reading strategies 12 adult good Internet readers used while doing 3 Internet reading tasks, each with a different reading purpose: seeking specific information, acquiring general knowledge, and being entertained. This study investigated whether readers' strategies differed by reading purpose. Purposive selection was used in selecting adult, good, experienced Internet readers to participate in the study. The design of the study allowed for inclusion of additional participants if it was found that new reading strategies were still being identified by the 12th reader (they were not). Data were collected through navigational records and participants' stimulated recall following the three tasks about their reading process. More than 50 strategies were identified. Some strategies were used across purposes; others were not. In addition, readers adopted different patterns of reading strategies for different reading purposes. Results of the study suggest that it may be helpful to teach developing Internet readers to be aware of their purposes for Internet reading, and to use different Internet reading strategies because of their purpose for reading, though future research needs to be conducted to ascertain whether teaching these strategies really results in improved Internet reading skills. Results of the study also add to the research base regarding which Internet reading strategies may be worth teaching.

Norme, transgression et anomie: trois moments dans l’histoire de la lecture en Argentine

This paper is a review of the first stage of the project on the Social History of the Teaching of Reading and Writing in Argentina (HISTELEA), carried out by the Social History of Education research group at the National University of Luján. The category ‘reading scenes’, defined as the place where writing is realized/materialized as a social practice in the transmission of knowledge, is applied in three projects that represent paradigmatic models of Argentina: the agricultural export model, the Welfare State model, and the neoliberal model, with their corresponding political culture and subject formation practices. The chronological framework is dictated as follows: (1) the ‘normal’ reading scene in the foundational education system (end of the nneteenth century); (2) the ‘transgressive’ reading scene during the first Peronist administration (middle of the twentieth century) ; (3) the ‘anomic’ reading scene in a country in the midst of a crisis (end of the twentieth century to date). The teachers’ statement that ‘they read anything’, common at the turn of the twentieth century under the rule of the written word, gave way to ‘they don’t read anything’ during the second half of the century with the triumph of television, and was finally substituted by ‘they don’t know how to read’ at the turn of the twenty‐first century with the dawn of the new Internet reading scene.