Is this not a meta-cognitive exercise that students should be taught (in the context of information literacy): i.e. “what reading methods should I use in this portion of inquiry (or reading for personal enjoyment)?

Or do I need to be sitting in a reading chair?

Of course we read differently online – that was one of the prime reasons for starting the development of HTML. To facilitate linking to relevant resources; to be able to compare writings and ideas.

I work with students in grades 2-8. They range from the gifted to the not-so-gifted. About 2% of my students are dyslexic or have some other challenges with reading. That said, all of them – throughout the age range – struggle to read online.

They struggle to read directions. They struggle to research. They really struggle to retain what they have read. While they can certainly scroll quickly up and down a page, finding the information poses a challenge. With younger grades, I have had to give paper-printouts of screen shots, asked them to circle the words that I want them to find (e.g. File, Edit, Save, etc) and then have them try on screen. My older students beg to be able to either print articles, or they copy & paste content into a document and call that “note taking.”

With all of the available technology, where in the reading curricula do we start teaching how to actively read online. They learn to take notes in books in English class. When do they learn to do the same thing on screen? Anyone else see this trend?