Researchers at University of Rhode Island Target Social Science.

According to recent research published in the journal Theory into Practice, "This article highlights four cognitive processes key to online reading comprehension and how one might begin to transform existing think-aloud strategy models to encompass the challenges of reading for information on the Internet."

"Informed by principles of cognitive apprenticeship and an emerging taxonomy of online reading comprehension strategies, I introduce think-aloud instructional models for explicitly teaching students how expert readers approach, interact with, monitor their understanding of, and respond to online information texts. Over time, think-aloud strategy lessons in online reading environments help students recognize, label, and define a range of more and less familiar online cueing systems and related reading purposes," wrote J. Coiro and colleagues, University of Rhode Island.

The researchers concluded: "In turn, students can begin to actively consider additional strategies for effectively comprehending and using the range of informational texts they encounter on the Internet."

Coiro and colleagues published their study in Theory into Practice (Talking About Reading as Thinking: Modeling the Hidden Complexities of Online Reading Comprehension. Theory into Practice, 2011;50(2):107-115).

For additional information, contact J. Coiro, University of Rhode Island, 3 Rainbow Court, Quaker Hill, CT 06375, United States.

The publisher's contact information for the journal Theory into Practice is: Ohio State University, College Education, 341 Ramseyer Hall, 29 W Woodruff Avenue, Columbus, OH 43210-1177, USA.

Keywords: City:Quaker Hill, State:Connecticut, Country:United States, Region:North and Central America, Social Science

This article was prepared by Politics & Government Week editors from staff and other reports. Copyright 2011, Politics & Government Week via VerticalNews.com.