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Keywords:

  • Comprehension ;
  • Comprehension monitoring;
  • Depth of (higher level, literal level, etc.);
  • Information processing ;
  • Making inferences;
  • Prior knowledge;
  • Questioning;
  • Text features, text structure;
  • Content literacy ;
  • Content analyses ;
  • Domain knowledge;
  • Specific subject areas (math, art, etc.);
  • Text types, text features;
  • Decoding ;
  • Digital/media literacies ;
  • Information and communication technologies;
  • New literacies;
  • Specific media (hypertext, Internet, film, music, etc.);
  • Visual literacy;
  • Literature ;
  • Children's literature;
  • Nonfiction;
  • Motivation/engagement ;
  • Choice, preference;
  • Intrinsic;
  • Strategies, methods, and materials ;
  • Informational text ;
  • Instructional strategies, teaching strategies;
  • Teacher education, professional development ;
  • Graduate education, graduate programs;
  • In-service;
  • Reflection;
  • Theoretical perspectives ;
  • Sociocognitive;
  • Vocabulary ;
  • General vocabulary;
  • Specialized vocabulary;
  • To learners in which of the following categories does your work apply? ;
  • Childhood ;
  • Early adolescence

Abstract

Supplementing classroom reading with smartphones can develop better vocabulary knowledge, comprehension, technology skills, and writing. This article connects smartphones to reading complex, informational text and the Common Core State Standards (CCSS). The author suggests that smartphones motivate, scaffold comprehension, and invite investigations that allow students to engage with authors, illustrators, and each other in ways that invite deep and thoughtful reading.