Reading on the
Internet includes a variety of activities, including different reading and
genre purposes. On the Internet, readers should be able to integrate
information from different web pages, as well as from different formats. In
addition, internet readers should critically evaluate information due to lack
of editorial gatekeepers, so the quality of information to be had on the
Internet varies greatly.
Internet-based
readings involve the integration and evaluation of information from different
sources and formats, but also require good navigation skills for adequate
understanding. The effects of linguistic language (reading words and
reading-based print) and non-cognitive factors (reading frequency and
self-efficacy) have been studied extensively for reading prints.
They are also
considered reading literacy reading, word decoding, Internet reading frequency
and self-efficacy. Multiple regression analysis shows that navigation skills
increase proportionately with the class level and that print literacy reading
and comprehension is based on general reading sharing of common processes. In
addition, the positive effects of navigation efficiency on Internet
understanding are rising at higher grade levels. Finally, the frequency of
Internet reading for informational purposes predicts an Internet comprehension
score, and self-efficacy predicts more persistent and rapid navigation.
Annisa Masnasuri Kesai
16611069
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