Reading to Learn From Online Information: Modeling the Factor Structure

Identifying the factor structure of online reading to learn is important for the development of theory, assessment, and instruction. Traditional comprehension models have been developed from, and for, offline reading. This study used online reading to determine an optimal factor structure for modeli...

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Bibliographic Details
Published in:Journal of literacy research 2018-09, Vol.50 (3), p.304-334
Main Authors: Kiili, Carita, Leu, Donald J., Utriainen, Jukka, Coiro, Julie, Kanniainen, Laura, Tolvanen, Asko, Lohvansuu, Kaisa, Leppänen, Paavo H. T.
Format: Article
Language:English
Subjects:
Access to Information
Achievement Tests
Communication Skills
Content Area Reading
Credibility
Discriminant analysis
Distance learning
Electronic Publishing
Elementary school students
Factor Structure
Foreign Countries
Grade 6
Information Literacy
International Assessment
Internet
Reading Comprehension
Reading Skills
Reading Tests
Search Engines
Search Strategies
Secondary School Students
Technological Literacy
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Summary:Identifying the factor structure of online reading to learn is important for the development of theory, assessment, and instruction. Traditional comprehension models have been developed from, and for, offline reading. This study used online reading to determine an optimal factor structure for modeling online research and comprehension among 426 sixth graders (ages 12 and 13). Confirmatory factor analysis was employed to evaluate an assessment of online research and comprehension based on a widely referenced theoretical model. Student performance reflected the theoretical constructs of the model, but several additional constructs appeared, resulting in a six-factor model: (a) locating information with a search engine, (b) questioning credibility of information, (c) confirming credibility of information, (d) identifying main ideas from a single online resource, (e) synthesizing information across multiple online resources, and (f) communicating a justified, source-based position. The findings are discussed in terms of theory, assessment, and instruction.
ISSN:1086-296X
1554-8430
DOI:10.1177/1086296X18784640