You are here:

Scaffolding success: Integrating Reading Strategies in Multimedia Projects to Increase Reading and Content Area Achievement

, Salisbury University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


This study examines the use of a multimedia rubric aligned with literacy standards to foster increased comprehension when reading online. A survey of high school students reveals that students believe that requirements of the rubric, such as stating a purpose for viewing videos or accessing links, helps students more closely read when selecting articles for use and more deeply comprehend the topics they are researching. The study includes links to the rubric and student work samples.


Royer, R. (2015). Scaffolding success: Integrating Reading Strategies in Multimedia Projects to Increase Reading and Content Area Achievement. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3398-3404). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

View References & Citations Map


  1. Bonk, C. (2009). The world is open: How web technology is revolutionizing education. San Fransisco, CA: Josey-Bass.
  2. Common Core State Standards (2010). In the States. Retrieved November 7, 2012 from
  3. Coiro, J. (2003). Reading comprehension on the Internet: Expanding our understanding of reading comprehension to encompass new literacies. The Reading Teacher, 56, 5. Newark, DE: The International Reading Association.
  4. Eagleton, M. & Dobler, E. (2006). Reading the web: Strategies for internet inquiry. New York: Gildford Press.
  5. Ferdig, R., Cavanaugh, C., DiPietro, M., Balck, E., & Dawson, K. (2009). Virtual schooling standards and best practices for teacher education. Journal of Technology and Teacher Education. 17(4), 479-515.
  6. Harris, J. (2008). TPCK in in-service education: Assisting experienced teachers' planned improvisations. In AACTE Committee on Innovation and Technology (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. New York: Routledge. Horning, A. (2002). Reading the WorldWide Web: Critical literacy for the new century. Retrieved March 17, 2004 from
  7. Lu, J. & Churchill, D. (2011). Using Social Networking Software to Support Learning in a Postgraduate Class. In M. Koehler& P. Mishra (Eds.), Proceedings of Society for Information Technology& Teacher Education International Conference 2011 (pp. 1890-1895). Chesapeake, VA: AACE.
  8. Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6), 1017-1054.
  9. Pei-Lan, L., Lin, S.J., & Chuen-Tsai, S. (2013). Effect of reading ability and internet experience on keyword-based image search. Journal Of Educational Technology& Society, 16(2), 151-162.
  10. Reinking, D., Labbo, L., & McKenna. (1997). Navigating the changing landscape of literacy: Current theory and research in computer-based reading and writing. In J. Flood, S.B. Heath, & D. Lapp (Eds.) 1997. Handbook of research on teaching literacy through the communicative and visual arts. A project of the International Reading Association. (pp. 77-92). NY: Simon& Schuster Macmillan.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact