The processes that are central to deep reading are often discussed under the heading ‘reading comprehension.’ These processes support our capacity for finding, reflecting about and expanding upon what is important when we read. Cognitive neuroscientist Maryanne Wolfe divides them into three interrelated groups:
1) Entry processes like imagery, perspective taking and background knowledge;
2) Metacognitive processes where analogical thought links background knowledge and inferential thinking (observation, deduction and induction), and critical analysis;
3) Generativity processes where insight and contemplation encourage novel thought (Wolf & Gottwald, 2016, p. 112).
In our K-7 school, we use the Reading Power model, developed by Adrienne Gear, to teach ‘deep reading.’ The stages are Connect, Question, Visualize, Infer and Transform (Gear, 2006, p. 20). There is significant overlap between these separate approaches to the processes of deep reading.
There is evidence that these processes break down in the digital environment, in part due to the demands on working memory from scrolling, clicking on hyperlinks, embedded distractions, etc., and in part due to browsing, scanning, and skimming behaviours.
My poster will outline my research on how to help students develop the metacognitive skills to transfer deep reading processes to the digital environment. I will provide a summary of the existing research and best practices for developing online reading skills in the classroom and library.
Sophia Hunter– Teacher-Librarian, Research Chair, Crofton House School