• evaluate and reflect on current research and professional practice to make effective use of existing and emerging digital tools and resources in support of student learning

Julie Coiro's current research fascinates me. Her analysis of hundreds of adolescents reading for information online shows that reading comprehension on the Internet is not the same as more traditional book reading comprehension (Coiro, 2009). I plan on taking this information and applying it to my practice with sixth graders this school year. Reading comprehension needs to be broader in order to comply with twenty-first century literacies. The assessments we give to students in the beginning of the year, in order to put them into reading groups, will need to change. We can have separate groupings to meet the needs of students at their varied digital literacy reading levels along with reading levels.

Coiro writes about ORCAs (online reading comprehension assessments). After piloting six different ORCAs with hundreds of seventh graders in the United States, she and her colleagues found the assessments collected "valid, reliable sources of online reading comprehension performance" (Coiro, Castek, Henry, & Malloy, 2007, in Coiro, 2009, p. 60). I will share such ORCAs with my colleagues in the near future.

Julie Coiro Reference Created on Bibme.orgIMG_0089.jpg