Welcome to the Clemson and UConn TICA Research Project website!
Developing Internet Comprehension Strategies among Poor, Adolescent Students at Risk to Become Dropouts.
This project began on July 1, 2005, and is a collaborative effort between Dr. David Reinking and a team of graduate students from Clemson University, and The New Literacies Research Team, headed by Dr. Donald J. Leu at the University of Connecticut. This work has been made possible by a grant from the Institute of Education Sciences (IES).
Efforts will focus on seventh grade rural South Carolina and urban Connecticut school districts with typically low-achieving readers who are most at risk of dropping out of school. Through an integrated sequence of studies, team members will develop a research-based adaptation of reciprocal teaching to support these students in acquiring the challenging, higher-level comprehension skills the Internet demands. The research will focus on increasing students’ ability to identify important problems and then locate, critically evaluate, synthesize, and communicate information as they go about solving those problems online. This project will provide the research base to help prepare students for the reading and information demands of the 21st century.
Above, the Clemson and University of Connecticut grant teams pose with the board where the two teams worked together to map out plans for the three-year project.
Primary Goals for Year 1
The primary goal of Year 1 of this study is to develop a theoretical, data-driven framework for producing high levels of comprehension, engagement, and school learning among students in the target population. A secondary goal is to identify variables and to develop and pilot materials, procedures, and assessments that will guide our work in Years 2 and 3.
Activities in Year 1 seek to investigate the following research questions:
- Among students in our target population, what is the nature and frequency of reading on the Internet inside and outside school?
- Among students in our target population, what comprehension strategies, orientations, and patterns of use are evident as they engage in locating, evaluating, synthesizing, and communicating information on the Internet?
- What type of instrument can reliably and validly measure online reading comprehension?
During Year 1, we will collect and analyze two sources of information to
inform subsequent work: (a) a survey of students in
our target population aimed at characterizing Internet
use at home and at school and (b) verbal protocol data
obtained from high volume Internet readers in our
target population as they read informational texts
obtained from the Internet.
View the TICA Taxonomy of
Skills to see our initial patterns. Click here for a PDF.
Primary Goals for Years 2 and 3
Using data and assessment procedures from Year 1, in
Year 2 we will field test the viability of various
approaches to implementing Internet Reciprocal Teaching (IRT) towards increasing
reading comprehension among adolescents at risk of
For more information
about IRT, please view these PDF files:
Click here for IRT overview
Click here for an IRT sample lesson
Click here for an IRT sample lesson on "Personal Narrative"
Click here for the IRT Discussion Template
Click here for IRT lesson on "Asking Good Questions"
Specifically, we will conduct a design
experiment to generate formative data aimed at refining intervention procedures and identifying key variables to control or manipulate in the conventional, experimental field-trials during Year 3. We will also continue to revine several integrated measures of online reading comprehension.
In Year 3, our major goal is to conduct an experiment with random assignment of treatment conditions at the classroom level using hierarchical linear modeling (HLM) procedures. The proposed experimental design will test the effects of an adapted reciprocal teaching approach designed to increase reading comprehension and knowledge of effective Internet reading comprehension strategies. The experiment will span most of one academic year.
Acknowledgement and Disclaimer
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305G050154 to The University of Connecticut. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
For more information about this project, please Contact Us.