Reading Assessment Strategies for On-Line Learners
Compared to conventional classroom settings, e-learning relies heavily on a student’s reading ability. However, many students, particularly those at-risk or those who may have already dropped out of conventional schools, tend to have low reading ability that affects their ability to learn online. The problem is that relatively little has been done to address reading problems confronted by online distance learners and educators. E-learning often begins with an assumption that students can read. This study (a) identifies empirical-supported reading assessments employed by conventional schools, and (b) proposes reading assessment strategies for use by online educators.
