Reading comprehension on the Internet: Expanding our understanding of reading comprehension to encompass new literacies

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New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment (2017, background): “Other cognitive and aesthetic changes to text on the Internet presents additional strategic challenges to comprehension (Afflerbach & Cho, 2010; Coiro, 2003; Hartman et al., 2010; Spires & Estes, 2002), inquiry (Eagleton, 2001), and information seeking (Rouet, Ros, Goumi, Macedo-Rouet, & Dinet, 2011”
Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies (2008, background): “Today, reading, reading instruction, and more broadly conceived notions of literacy and literacy instruction are being defined by change in even more profound ways as new technologies require new literacies to effectively exploit their potentials (Coiro, 2003; Kinzer & Leander, 2003; Lankshear & Kno”
A descriptive model of information problem solving while using internet (2009, background): “As also addressed by resent researchers (Coiro, 2003; Leu, Kinzer, Coiro, & Cammack, 2004) reading hypertext differs from reading printed material.”
Cognitive Affective Engagement Model of Multiple Source Use (2017, background): “Yet real-life, online contexts commonly present students with ambiguous, incomplete, or misleading cues about document origin (Coiro, 2003).”