Does collaborative use of the Internet affect Reading Comprehension in Children?
Keywords:Children, reading comprehension, Internet, collaboration, SOLE
AbstractThis paper examines the effect of the Internet on the reading comprehension of children reading together in groups. First, we describe an experiment to determine if children reading together off the Internet from big screens, can read at a higher comprehension level than children reading the same text alone. The results from this small-sample study are then compared to the results from a larger study across many locations in India. We find that children with low reading comprehension levels to start with can read and understand text at a level higher than expected from them, if they are reading together and have the Internet available. Moreover, in the process of doing this kind of ‘self-organised’ reading, their individual reading comprehension increases. This way of reading may provide a simple and reliable method to improve the reading comprehension of children in their own, or foreign, languages.
Arenas, A., Díaz-Guilera, A., Kurths, J., Moreno, Y., & Zhoug, C. (2008). Synchronization in complex networks. Physics Reports, 469(3), 93-153. Retrieved from https://doi.org/10.1016/j.physrep.2008.09.002
Boling, E., Castek, J., Zawilinski, L., Barton, K., & Nierlich, T. (2011). Collaborative literacy. Blog. Retrieved from https://ila.onlinelibrary.wiley.com/doi/full/10.1598/RT.61.6.10
Brown, T. (2008). Definitions of design thinking. Harvard Business Review, 86(6), 84-92, 141.
Davis, B., & Sumara, D. (2006). Complexity and education inquiries into learning, teaching, and research. Hoboken: Lawrence Erlbaum Associates.
Dolan, P., Leat, D., Mazzoli Smith, L., Mitra, S., Todd, L., & Wall, K. (2013). Self-organised Learning Environments (SOLEs) in an English school: An example of transformative pedagogy? Online Education Research Journal, 3(11) 1-19.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.
Haggis, T. (2008). Knowledge must be contextual: Some possible implications of complexity and dynamic systems theories for educational research. Educational Philosophy and Theory, 40(1), 158-176.
Inamdar, P. (2004). Computer skills development by children using “Hole in the Wall” facilities in rural India. Australasian Journal of Educational Technology, 20(3), 337-350.
Kiili, C., Laurinen, L., Marttunen, K., & Leu, D.J. (2012). Working on understanding during collaborative online reading. Journal of Literacy Research, 44(4), 448-483.
Mitra, S., Dangwal, R., Chatterjee, S., Jha, S., Bisht, R., & Kapur, P. (2005). Acquisition of computing literacy on shared public computers: Children and the “Hole in the Wall”. Australasian Journal of Educational Technology, 21(3), 407-426.
Mitra, S., & Rana, V. (2001). Children and the Internet: Experiments with minimally invasive education in India. The British Journal of Educational Technology, 32(2), 221-232.
Mitra, S., & Crawley, E. (2014). Effectiveness of self-organised learning by children: Gateshead experiments. Journal of Education and Human Development, 3(3), 79-88.
Mitra, S., & Quiroga, M. (2012). Children and the Internet: A preliminary study in Uruguay. International Journal of Humanities and Social Science, 2(15), 123–129.
Mitra, S. (2009). Remote presence: Technologies for 'beaming' teachers where they cannot go. Journal of Emerging Technology and Web Intelligence, 1(1), 55-59. Retrieved from http://www.academypublisher.com/jetwi/vol1/no1/jetwi01015559.pdf
O'Brien, C. (2007). Using collaborative reading groups to accommodate diverse learning and behavior needs in the general education classroom. Beyond Behavior, 16(3), 7-15.
OFQUAL (2017). Content validation study – 2016 of key stage 2 English and Maths tests. Retrieved from https://www.gov.uk/government/publications/content-validation-study-2016-key-stage-2-english-and-maths-tests
RTI International (2016). Early Grade Reading Assessment. Retrieved from https://globalreadingnetwork.net/resources/early-grade-reading-assessment-egra-toolkit-second-edition
Savery, J.R. (2015). Overview of problem-based learning: Definitions and distinctions. In A. Walker, H. Leary, C. Hmelo-Silver, & P. A. Ertmer (Eds.), Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, (pp. 5-15). Purdue University Press.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
Trucano, M. (2012). Evaluating One-Laptop-Per-Child (OLPC) in Peru. Retrieved from http://blogs.worldbank.org/edutech/node/654
Vagh, S.B. (2012). Validating the ASER testing tools. Retrieved from http://img.asercentre.org/docs/Aser%20survey/Tools%20validating_the_aser_testing_tools__oct_2012__2.pdf
How to Cite
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).