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Focuses on fourth- and fifth-grade learners and maps their approaches into a taxonomy of five categories comprising 15 strategies. Highlights dialogue as central, showing real and virtual exchanges with adults, peers, authors, and self that strengthen effective reading strategy development. Concludes with pedagogical implications for coordinated parent-teacher support in electronic literacy contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/english-language-learners-strategies-for-reading-computer-based-texts-at-home-and-in-school/595655/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/english-language-learners-strategies-for-reading-computer-based-texts-at-home-and-in-school/595655.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about English language learners (ELLs)?","Question",{"text":112,"@type":113},"It examines how ELLs use reading strategies when reading computer-based texts at home and in school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are the learners’ reading strategies organized in the study?",{"text":117,"@type":113},"The study presents a taxonomy with five strategy categories totaling 15 strategies pursued across home and school contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is dialogue emphasized as important for learning to read computer-based texts?",{"text":121,"@type":113},"Dialogue is described as a central mechanism, because learners engage in real and virtual conversations with adults, peers, authors, and themselves in ways that improve effective reading strategy development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595655,1792210584,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","calico journal (online) issn 2056–9017  \nArticle  \nEnglish Language Learners’ Strategies for Reading Computer-Based Texts at Home and in School  \nHo-Ryong Parka and Deoksoon Kimb  \nAbstract  \nThis study investigated four elementary-level English language learners’ (ELLs’) use of strategies for reading computer-based texts at home and in school. The ELLsin this study were in the fourth and fifth grades in a public elementary school. We identify the ELLs’ strategies for reading computer-based texts in home and school environments. We present a taxonomy of five reading-strategy categories, which includes 15 total strategies that they pursued at home and in school. We describe the central role of dialogue in helping ELLs learn to read computer-based texts: The learners engaged in real and virtual dialogues with adults, peers, authors, and themselves, in ways that enhanced their development of effective reading strategies. We discuss pedagogical implications of our findings, describing how parents and teachers might work separately and together to facilitate ELLs’ reading in today’s learning contexts that include electronic literacies.  \nKeywords: ELLs’ reading of computer-based texts; ELLs’ reading strategies; electronic literacies; hybrid reading and learning; dialogism  \nIntroduction  \nEnglish language learners (ELLs) represent 11% of the U.S. school population (O. Lee & Buxton, 2010), and their academic and personal success is critical for the future of the country. Reading is essential to ELLs’ academic success  \nAffiliations  \naMurray State University. [email: phr1017@gmail.com](email: phr1017@gmail.com)  \nbLynch School of Education, Boston College. [email: deoksoon.kim@bc.edu](email: deoksoon.kim@bc.edu)  \ncalico journal vol 33.3 2016 380–409 ©2016, equinox publishing  \ndoi : 10.1558/cj.v33i3.26552  \nHo-Ryong Park and Deoksoon Kim 381  \n(Cummins, 1991), to their language learning (Eskey, 2005), to their navigation of everyday life (Perez, 1998; Rosenblatt, 1982), and to their critical awareness of the world (Kim, 2011) . However, ELLs are predominantly taught to read using pedagogies derived from first-language (L1) reading research. We urgently need more research on second-language (L2) reading.  \nThe demands and affordances of reading are also changing rapidly as new technologies permeate our lives. Students must learn to use and understand social media and other new technologies as they interact with and transform the world (Kellner, 2001). This requires that they learn to engage with multimodal (Anstey & Bull, 2006; Chatel, 2002), dialogic texts (Bakhtin, 1986) . In new literacy contexts, text includes diverse semiotic modes including electronic texts, pictures, audio, and video, as well as traditional paper-based texts. In the contemporary globalized, technology-saturated world, we need more research on how second language learners read multimedia texts.  \nRegardless of language level, all readers use strategies to make their reading more efficient and effective (Oxford & Crookall, 1989). Individual readers vary in the strategies they adopt, and the same reader might adopt varying strategies for different contexts and different kinds of text. Skillful readers adopt reading strategies—like thinking about the topic, moving back and forth in the text, monitoring their comprehension, and planning while they read—more frequently than unskilled readers (Cho, 2013; Cho & Afflerbach, 2015; Cohen, 2011; Lau, 2006; Tsai, Ernst, & Talley, 2010).  \nLiterature Review  \nElectronic Literacies  \n“Electronic literacies” are screen-based literacies, ones deployed when using computers (computer literacy), interacting through computer-mediated communication (CMC literacy), understanding and developing multimedia information (multimedia literacy), and locating and evaluating online resources (Warschauer, 1999; 2002). The growth of technology in education, including multimedia, hypermedia resources, and mobile devices and applications, has s","cbCaini1AgcjdreW","https://ap.wps.com/l/cbCaini1AgcjdreW","pdf",502901,"English","# Abstract\n# Introduction\n# Literature Review\n## Electronic Literacies\n## Hypermedia","[{\"question\":\"What does the study examine about English language learners (ELLs)?\",\"answer\":\"It examines how ELLs use reading strategies when reading computer-based texts at home and in school.\"},{\"question\":\"How are the learners’ reading strategies organized in the study?\",\"answer\":\"The study presents a taxonomy with five strategy categories totaling 15 strategies pursued across home and school contexts.\"},{\"question\":\"Why is dialogue emphasized as important for learning to read computer-based texts?\",\"answer\":\"Dialogue is described as a central mechanism, because learners engage in real and virtual conversations with adults, peers, authors, and themselves in ways that improve effective reading strategy development.\"}]","English Language Learners’ Strategies for Reading Computer-Based Texts at Home and in School | PDF",1792081564,76]