References

Chun, D.M., & Plass, J.L. (1997). Research on text comprehension in multimedia environments. Language Learning and Technology, 1(1) , 60-81. [Online]. Available: http://llt.msu.edu/vol1num1/chun_plass/default.html

Foltz, P. W. (1996). Comprehension, coherence, and strategies in hypertext and linear text. In J. F. Rouet, J. J. Levonen, A. Dillon, & R. J. Spiro (Eds.), Hypertext and cognition (pp. 109-136). Mahwah, NJ: Lawrence Erlbaum Associates.

Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading . Harlow, England: Pearson Education.

Kasper, L. F. (2000). New technologies, new literacies: Focus discipline research and ESL learning communities. Language Learning and Technology, 4(2). [Online]. Available: http://llt.msu.edu/vol4num2/kasper/default.html

Kasper, L.F. (2002a). Technology as a tool for literacy in the age of information:Implications for the ESL classroom. Teaching English in the Two-Year College (Special issue on "English in a New Key: Reporting on, and Critiquing, Technology-Mediated Instruction"), 30(2) , 129-144. Available online at: http://www.ncte.org/pdfs/subscribers-only/tetyc/0302dec02/TE0302Technology.pdf

Kasper, L.F. (2002b). Building literacy in the age of information: Technology as a tool for sustained content study. Reading Matrix (Special issue on 'Literacy and the Web'), 2(2), June, 2002 . [Online]. Available: http://www.readingmatrix.com/articles/kasper

Kapoun, J. (2000). Criteria for evaluating web resources. [Online]. Available: http://kccesl.tripod.com/search.html

Lomicka, L. L. (1998). “To gloss or not to gloss”: An investigation of reading comprehension online. La nguage Learning and Technology, 1(2), 41-50. [Online]. Available: http://llt.msu.edu/vol1num2/article2/default.html

Mishra, P., Spiro, R. J., & Feltovich, P. J. (1996). Technology, representation, and cognition: The prefiguring of knowledge in cognitive flexibility hypertexts. In H. van Oostendorp & S. de Mul (Eds.), Cognitive aspects of electronic text processing (pp. 287-305). Norwood, NJ: Ablex.

Rouet, J. F., Levonen, J. J., Dillon, A., & Spiro, R. J. (1996). An introduction to hypertext and cognition. In J. F. Rouet, J. J. Levonen, A. Dillon, & R. J. Spiro (Eds.), Hypertext and cognition (pp. 3-8). Mahwah, NJ: Lawrence Erlbaum Associates.

Soe, K., Koki, S., & Chang, J. M. (2000). Effect of computer-assisted instruction (CAI) on reading achievement: A meta-analysis . Honolulu, HI: Pacific Resources for Education and Learning.

How to Search for and Evaluate Information on the Internet

PART ONE: FIVE CRITERIA FOR EVALUATING WEB SOURCES (based on Kapoun, 2000)

CRITERIA FOR EVALUTING WEB RESOURCES

courtesy of Jim Kapoun, reference and instruction librarian at Southwest State University, © 2000

PART TWO: QUESTIONS TO GUIDE STUDENTS' INTERNET SEARCH FOR INFORMATION

Directions: Answer the following questions as you search for information on the greenhouse effect on the Internet. Try to make your answers as specific and as descriptive as possible.
· Step One: Get into your Web browser, and enter the following URL http://www.epa.gov/globalwarming/ in the line marked Location. This URL will take you to the EPA web site on global warming. Be sure that you type the URL EXACTLY as it is written on this sheet.
· Step Two: Now follow the hypertext links to access each of the web pages contained on this site on the greenhouse effect by clicking on the underlined words.
· Step Three: Now you will practice accessing sites on your own. Answer the following questions to help guide you in your search:
1. Which keyword should you enter into the search engine to find information on the greenhouse effect?
2. What do you have to do to access a web file on the greenhouse effect?
3. Once you have accessed this file, how do you get information on the greenhouse effect?
4. After reading the article that you accessed on the Web, write two new things you have learned about the greenhouse effect using this web site.
· Step Four: Now, narrow the focus of your search to information on the effect of the greenhouse effect on water and food supplies. Do a new search and answer the above 4 questions to guide you in this new search.

APPENDIX B

SAMPLE STUDENT RESPONSES TO COMPREHENSION QUESTIONS

PLEASE NOTE: While the individual responses varied, these responses are representative of those students produced to each type of hypertext. Students' responses are reproduced as written; thus, mechanical errors have not been corrected.

GLOSS HYPERTEXT : How does the idea of a "bilingual brain" relate to the theory of brain plasticity and lateralization?

Student Response: “The brains of these "early bilinguals" appear to process language mainly through the left hemisphere while the brains of "later bilinguals" process it through the right hemisphere.”

Evaluation of Student Response: The student addresses the difference between “early” and “later” bilinguals, but does not address the theory of plasticity and lateralization. Thus, it would not receive full credit on a reading assessment.

CONTROLLED HYPERTEXT : Name and define the 2 principles that motivated William James' views of psychology .

Student Response: “The principles are pragmatic philosophy and Darwin's theory of evolution. James wanted to know why things and ideas were useful to people in everyday life. Darwin's theory says that all features of life evolved because they're practical and they have a purpose.”

Evaluation of Student Response: The response is very complete. Not only does the student name and define the two principles, but s/he also explains what they mean.

CONTROLLED HYPERTEXT WITH GLOSSES : What are some of the consequences of ozone depletion?

Student Response: “Ozone deplation is very dangerouse. The ozone layer is necessary for life because it absorbs most of the ultraviolet radiation. Ozone deplation caused increasing of humans disease, as a skin cancer and eye disease. Ultraviolet radiation damaged plants, crops, trees on the land, which are the basic of the food chain supply on the land. Ultraviolet radiation is dangerouse for planktons, which are the basic food for the marine creatures.”

Evaluation of Student Response: This response is very complete and demonstrates that the student has a clear understanding of the reading. The student used extended information provided in the controlled linked texts. This response would receive full credit.

FREE HYPERTEXT : In what ways do biological, psychological, and social factors all play a part in eating disorders?

Student Response: “Biological, psychological, and social factors all play a part in eating disorders in the way that Biological explains the meanings of eating disorders. Phychological is the devlopment of eating disorders. Social factors helps to eating disorders.”

Evaluation of Student Response: This response does not clearly answer the question presented. Although the student does recognize that biological, psychological and social factors each play a role in eating disorders, the response does not clearly demonstrate that the student understands what those roles are. Consequently, the response would receive only partial credit.

FREE HYPERTEXT WITH GLOSSES : Using YOUR OWN WORDS , summarize this text. Begin with "The main idea of the text is...".

Student Response: “In the reading "Bulimia” the author talks about the eating disorder, bulimia and anorexia. bulima may cause a serios dameges in your boby as teeth makse you nervous etc. “

Evaluation of Student Response: The response does not fully summarize the text. The student does not address the main idea in the response, as is required by the question. The student provides only superficial details.

PRINT TEXT : What is socialization, and why is it important for human society?

Student Response: “Socialization is how we teach culture to our children.”

Evaluation of Student Response: The response does not sufficiently answer the question. It does not properly define the term “socialization,” and as written, it does not demonstrate that the student clearly understands the difference between the definition of socialization and its role in human society.