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March 2009 | Volume 66 | Number 6
Online and offline reading tap different skills. Assessment techniques must take those differences into account.
Although the No Child Left Behind legislation makes it virtually impossible for schools to avoid thinking about how to measure reading comprehension, few educators or policymakers have considered how Internet technologies affect conventional thinking about reading assessment. Even fewer have tackled the issue of how schools might reliably measure the new skills required to comprehend online text.
Over the last seven years, as a member of the New Literacies Research Team (see
www.newliteracies.uconn.edu/team.html), I have analyzed recordings of hundreds of adolescents engaged in reading for information on the Internet. Preliminary evidence from these analyses reveals that reading comprehension on the Internet differs from traditional reading comprehension in at least five important ways. Let's examine these differences and consider how teachers might expand their range of reading assessment practices to capture the skills and strategies students need to comprehend information in the digital age.
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Copyright © 2009 by Association for Supervision and Curriculum Development
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