POSITIVE EFFECTS OF EDUCATIONAL MOBILE APPLICATION TO THE ACA- DEMIC PERFORMANCE OF GRADE 11 STUDENTS IN ST. GREGORY COLLEGE OF VALENZUELA

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Grade 12- Gas II Research

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This research describes the characteristics and needs of adult developmental readers, the unique challenges of hyperreading—the complex mix of critical reading and information literacy used for selecting, reading, and synthesizing multiple online texts for a generative academic purpose—and the relevance of Experiential Learning Theory as a lens for understanding the experiences of this population as they approach these tasks. This research focuses on how these learners use background knowledge and academic reading strategies to locate texts and navigate in this dynamic online environment. Supporting development of effective academic strategies should help empower these students not only in complex hyperreading tasks for academic purposes but also for the myriad demands for information and media literacies in non-academic tasks. Students enrolled in a developmental reading program at an urban, northeastern community college with a significant population of English language learners were participants in a mixed-methods study using a survey, an online generative task with journey mapping, and semi-structured interviews to explore students’ prior knowledge and experiences and the processes used in hyperreading. Based on analysis of surveys, journey maps, and interviews, several conclusions about developmental readers were drawn: these students have broad social and linguistic resources; they rely on social support networks; they are hyperconnected via technology; they have specific reading preferences based on prior experiences; they conflate reading stances when working online; they express anxiety around hyperreading, especially in following hyperlinks and in avoiding distractions; and they show significant metacognitive awareness and strategy use. Finally, specific recommendations for instruction to capitalize on student prior experience to support successful hyperreading are provided.

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