He sees deep digital reading as a new kind of literacy and a crucial one for the academic environment, as well as for students who will grow up to be adult citizens interacting with digital text as they move through their daily lives. “The world is almost forcing us to go there,” Hess said. 'The goal in almost all the strategies is to slow the kids down so they are focusing on this text.' Devin Hess, technology integration coach Most of what he helps teachers learn are plain old good reading strategies, but he tries to highlight how practicing them in the digital space can make feedback easier and help students go further in their thinking. “I don’t believe technology should ever be taught separately,” Hess said. The techniques were developed by the Project for reading on paper, but Hess has worked to extend and further them in the digital space.*
Now he works with the UC Berkeley History-Social Science Project training social studies teachers on deep reading strategies. Hess was a middle school social studies teacher and early tech adopter in his classroom. But casual digital reading on the internet has instilled bad habits in many students, making it difficult for them to engage deeply with digital text in the same way they do when reading materials printed on paper.ĭevin Hess sympathizes with educators’ concerns, but believes digital reading is here to stay and teachers have a duty to equip students to engage with digital texts in meaningful ways. Not only are many teachers using tablets and computers for classroom instruction, but many state tests are now administered on computers, adding incentive for teachers to teach digital reading strategies. Arlington, VA: RAND.Students are doing more reading on digital devices than they ever have before. Reading for understanding: Toward a research and development program in reading comprehension. An Ontology of Current Practice.Cambridge:Cambridge University.
Teaching reading skills in a foreign language. Implementing Extensive Reading in Georgian University. Jakarta: printed and bound by Binarupa Aksara.
How to Teach English Cambridge: Cambridge University Press An Interactive Approach to Language Pedagogy. Fluency in readin Thirty-five years later. Reading in Second Language: Moving from theory to Practice. Using Authentic Materials for Extensive Reading to Promote English prociency. It can be stated there is a significant effect of students’ reading comprehension in extensive reading class after using online reading resource in teaching and learning reading at the second semester of English Study program FKIP-UIR Pekanbaru.
It means that the null hypothesis is rejected and alternative hypothesis is accepted. It could be seen a comparison was 7.1>0.361or (t o>t t). In calculation of analysis t t (t table) on the level of significant 5% found 0.361, and t o was 7.1. It could be stated that there is significant effect of online reading resources after getting treatment. Meanwhile for control group in pre-test, the students got the mean score 58.07, and in post-test got 64.67, improvement was 6.61. The finding showed that the mean score in pre- test was 57.25 and post test was 78.07, the improvement was 20.8 for experimental group. Meanwhile control group only given pre-test, and post-test. Experimental group was provided with pre-test, treatment, and post-test. The instruments of this research was reading test. Each of the group consisted of 31 students. There are two classes as the samples of this research experimental group and control group. The participants of the research were the second semester students of English Study Program of FKIP-UIR Pekanbaru. The design of the research was experimental research which focused on quantitative approach.
The aim of this research is to find out whether Online Reading Resources has significant effect towards students’ reading comprehension in extensive reading class. The students at the Second Semester of English Study Program of FKIP-UIR Pekanbaru have problem in reading comprehension.