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Digital ER and Reading Oceans

Rob WaringJames Hall

Amazon.com report selling more e-books than paper books in 2011

20-28% of publishing revenue comes from digital media (in 2011)

Penguin report e-book sales more than doubled in 2011 alone

333% increase in e-book exports from the U.S. since 2012

97% of the 123m Americans who read newspapers online read on PCs, 3% on devices

The World is changing

$3 e-books sell best, but $6 e-books make more money

25% of new Spanish ISBNs are for e-books

e-books help boys to read more than girls

33% of Americans own e-readers

The total value of reading materials (e-books and paper) bought in 2011 is down, but sales of e-pubs is increasing

Most growth in e-pub sales is from down-market material

Source www.the-digital-reader.com

The World is changing

Many: are digital natives – those ‘born digital’ (vs. ‘digital

immigrants’) live more online than in playgrounds tend to multi-task more than we did and are better at visual-

reasoning have shorter attention spans feel a need to break down the space between the real world

and the digital world are in constant communication with others

Learner profiles are changing, too

Instantaneous downloads – 24 hrs. a day

No trees are killed (but millions of pixels are)

Multi-skill – audio and reading (visual)

Enhanced value items and features (illustrations, graphic helpers, interactive resources, video, instant translations, audio, embedded games and learning environments etc. etc.)

Save space and easy to carry

Can back them up

Why eRead?

Searchable, and have bookmarks, highlights

Some apps are social – leaving messages for other readers

Cheaper – fewer shipping and other costs – no wastage

Font sizes can be changed for those with poor eyesight

Modifiable – books are static. New editions can be made in seconds

Potential for individualized adaptive learning – apps adapt to user feedback

Why eRead?

Books are organic and recyclable High entry price. E-pubs are cheaper but devices cost Tech worries – battery, theft, updates, Hard to implement class-wide:

1. Not all students have the same devices (or any of them)2. Hard to assess individual gains , achievement

We already read too many screens – eye strain, screens are low resolution – bad for the eyes

Huge increase in poor eyesight in Asia in the last 5 years (90% of school leavers are myopic – 20% in the UK) – reading from screens?

Some evidence readers read more slowly from screens

Why not eRead?

Digital ER

But it’s the perfect time for publishers and teachers to put materials online for learners

We need to understand the market and be there to learn

Many new initiatives for Online ER recently

Reading Oceans is one, a very good one

Reading Oceans

This presentation introduces the completely new web-based Compass Media Reading Oceans series of graded readers. This exciting new 800 title series at multi-levels with 20 phonics stories and 50 nursery rhymes will be a perfect complement to any kinder-elementary course. The presentation will show how multi-media reading online materials in our new digital reading age can vastly improve the reading experience and improve their digital literacy.

What is Extensive Reading?

Fast, fluent reading of enjoyable language-rich texts

Focus on comprehension, not study

Few, if any, tests

The aim is to practice already learnt language and make access faster and more automatic

Thus the texts should be easy

Why read?

A rich variety of input

User determined pace

Possibility for re-reading

A foundation skill for studying and practicing a language

Vocabulary growth

Pattern recognition awareness

Why read online?

Kids nowadays are digital natives

They need to be digitally literate

Multi-skill environments

Rich enhanced multi-tasking with enhanced environments

Levels of reading

Decoding – being able to work out what the words mean and how to say them (sub-vocally)

Literal reading – surface understanding – facts and details often tested with multiple-choice what, where, when, who questions about what was explicitly stated in a text

Inferential / interpretive reading – ‘reading between the lines’ about things unstated - taps into prior knowledge, make educated guesses, compare, classify. Often tested with why, what if, how.

Evaluative reading –taking what was said and what was meant, analyze and synthesize it and apply it to other situations – why is this important, connecting to one’s own life, evaluating character’s statements

Graded readers

are GRADED

Phonics Easy vocabMore difficult vocab

Easy grammarMore difficult grammar

Nativebooks

But be careful…

Students should read at the right level

Most native texts are too difficult for most learners

Native texts assume vocabulary of 5000 words and a deep understanding of grammar prior to reading

Students need …

A carefully programmed learning environment:

initial decoding and encoding through phonics

deepening this with decodable reading

expand it in entertaining and unique ways

enriching their reading in a stepped reading environment

What is Reading Oceans

Online extensive reading program containing 3-D animated nursery rhymes and songs Complete phonics course with 70 decodable readers 600 stories from a wide range of genre at multi-

levels of difficulty Read, listen or watch Comprehension check follow-up Learner management system allows teachers to

track each student Placement Level Test and achievement tests

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The menus

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Placement testFlashcard testEnglish to Korean receptive testReading Comprehension test

-> Test results

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Thanks for your attention

Reading Oceans will be available soon