Constructing a framework for online multimodal reading comprehension processes in the digital age

Abstract

In the digital era, online multimodal reading—accessing information via the Internet using digital devices—as gained increasing prominence. Compared with traditional print reading, online multimodal reading requires not only literal comprehension, but also emerging skills such as navigating webpages, integrating multimodal information, evaluating the reliability of online content, understanding dynamic texts, and engaging in interactive tasks. A review of the literature indicates that traditional cognitive structure for print reading fails to adequately capture these distinctive features. Building on the "Six Levels of Reading Comprehension Processes" and incorporating both features of online reading and insights from piloting the ePIRLS framework, this study proposes a framework for online multimodal reading comprehension processes tailored to the digital age. It comprises six levels: 1）searching and locating information; 2）comprehending explicit information; 3）integrating; 4）inferring; 5）evaluating and reflecting; and 6）creative thinking and application. Each level is specified by multiple indicators, supplemented with sample items. This framework may serve as a reference for advancing reading instruction and assessment in the digital era. 在数字时代，人们借助计算机等数字设备，通过互联网进行信息获取的线上多模态阅读迅速普及。相对于纸质阅读，线上多模态阅读不仅要求读者准确理解词句，还需运用网页导航、多模态信息整合、网页内容可靠性评价、动态文本理解、适当互动等多种能力。通过文献综述发现，传统的纸质阅读认知能力结构未能充分体现线上多模态阅读要素。本文基于“六层次阅读能力系统”，参考线上多模态阅读特征及ePIRLS阅读评估框架的实践经验，建构了适应数字时代的线上多模态阅读认知能力框架。该框架包括检索与定位信息、理解表面意义、整合、推论、评鉴与反思、创意与应用六个层级，每个层级设有多个能力指标。该框架可为线上阅读教学与评估提供理论参照。