Technology and Teaching Reading

Here are some Google Scholar citations concerning reading and the use of technology:

Weaving the Literacy Web: Changes in Reading from Page to Screen
Wendy Sutherland-Smith
The Reading Teacher, Vol. 55, No. 7, Owning Technology (Apr., 2002), pp. 662-669
(article consists of 8 pages)
Published by: International Reading Association
Stable URL: http://www.jstor.org/stable/20205116

Science Activities: Classroom Projects and Curriculum Ideas
Issue: Volume 47, Number 3 / 2010
Pages: 89 - 102
Using Technology to Support Expository Reading and Writing in Science Classes
José A. Montelongo and Roberta J. Herter California Polytechnic State University, San Luis Obispo, CA
Abstract: Students struggle with the transition from learning to read narrative text in the early grades to reading expository text in the science classroom in the upper grades as they begin reading and writing to gain information. Science teachers can adapt their teaching materials to develop students’ reading comprehension and recall by writing summaries of scientific text. Using technology, teachers can scaffold text comprehension and improve students’ reading and writing skills. Technology encourages improved comprehension of reading and more elaborate writing in the science classroom by motivating students to act on their curiosity, access resources, and embellish their work.

The importance of elementary school students’ social chat online: Reconceptualising the curriculum
Damian Maher, University of Technology, Sydney (UTS), P.O. Box 222, Lindfield NSW 2070, Australia
Received 11 February 2009; revised 10 March 2009; accepted 17 March 2009. Available online 16 April 2009.
Abstract The Internet is increasingly being used as a tool for communicating and learning in primary schools across many developed and developing countries. The place of social chat as part of online interactions has as yet not been fully recognised as an important component of learning.
In this paper, the interactions of students in a Sydney primary school are examined focusing on the role that social chat plays as part of the online learning process. Here it is found that social chat allows for the development of related skills and knowledge and is an important precursor to more formal learning opportunities and as such, should be considered as an important part of the learning process. Such a consideration has implications for the way the curriculum is designed, implemented and assessed.