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Construct Validation of an Online Reading Strategy Inventory for Use in Iran

Construct Validation of an Online Reading Strategy Inventory for Use in Iran

Jaleh Hassaskhah, Seyedeh Mona Gaskari
Copyright: © 2014 |Volume: 5 |Issue: 4 |Pages: 15
ISSN: 1947-8518|EISSN: 1947-8526|EISBN13: 9781466657311|DOI: 10.4018/IJVPLE.2014100104
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MLA

Hassaskhah, Jaleh, and Seyedeh Mona Gaskari. "Construct Validation of an Online Reading Strategy Inventory for Use in Iran." IJVPLE vol.5, no.4 2014: pp.45-59. http://doi.org/10.4018/IJVPLE.2014100104

APA

Hassaskhah, J. & Gaskari, S. M. (2014). Construct Validation of an Online Reading Strategy Inventory for Use in Iran. International Journal of Virtual and Personal Learning Environments (IJVPLE), 5(4), 45-59. http://doi.org/10.4018/IJVPLE.2014100104

Chicago

Hassaskhah, Jaleh, and Seyedeh Mona Gaskari. "Construct Validation of an Online Reading Strategy Inventory for Use in Iran," International Journal of Virtual and Personal Learning Environments (IJVPLE) 5, no.4: 45-59. http://doi.org/10.4018/IJVPLE.2014100104

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Abstract

Significant departure from reliance upon print texts is requiring teachers and researchers to redefine online reading processes for diverse contexts, and participants. To bring the significant role of the participants into the reading research limelight, the present study explores the processes involved in the online reading strategy use of Iranian EFL college readers. 270 participants responded to a 46-item instrument (a=0.85) called Online Reading Strategy Inventory (ORSI). The exploratory factor analysis of the responses indicated three major types of online reading strategies: 1) General Reading Strategy, 2) Online Specific Reading Strategy, and 3) Metacognitive Strategy, which implies that that the participants' online reading behavior is not identical to their offline reading practice. The factorial validity of the instrument, along with evidence for a significant relationship between students' responses on the instrument, and their online reading comprehension process suggests further considerations for providing the due digital literacy assistance.

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