Group items tagged

e screen-based reading is more physically and mentally taxing than reading on pape

t scrolling

drains more mental resources than turning or clicking a page, which are simpler and more automatic gestures.

people reading on screens take a lot of shortcuts—they spend more time browsing, scanning and hunting for keywords compared with people reading on paper, and are more likely to read a document once, and only once.

When reading on screens, people seem less inclined

metacognitive learning regulation—strategies such as setting specific goals, rereading difficult sections and checking how much one has understood

Sellen has learned that many people do not feel much ownership of e-books because of their impermanence and intangibility: "They think of using an e-book, not owning an e-book," s

Why not keep paper and evolve screen-based reading into something else entirely?

Some Web comics and infographics turn scrolling into a strength rather than a weakness. S

e Scale of the Universe tool

Atavist o

In other words, in too many cases the lower-achieving students receive, perhaps, an hour of appropriate instruction each day and four hours of instruction based on grade-level texts they cannot read.

No child who spends 80 percent of his instructional time in texts that are inappropriately difficult will make much progress academically.

These exemplary teachers routinely offered direct, explicit demonstrations of the cognitive strategies used by good readers when they read. In other words, they modeled the thinking that skilled readers engage while they attempt to decode a word, self-monitor for understanding, summarize while reading, or edit when composing. The "watch me" or "let me demonstrate" stance they took seems quite different from the "assign and assess" stance that dominates in less-effective classrooms (e.g., Adams, 1990; Durkin, 1978-79).

I must also note that we observed almost no test-preparation activity in these classrooms. None of the teachers relied on the increasingly popular commercial test preparation materials (e.g., workbooks, software). Instead, these teachers believed that good instruction, rich instruction, would lead to enhanced test performances.