Self-organising systems for information comprehension in fourth-graders of New York City

Abstract

This investigation addressed how fourth-graders of New York City information found on the Internet texts to answer big questions in Self-Organised Learning Environment (SOLE). Two phases were conducted to first determine if fourth-graders were statistically significantly more capable of reading fourth and eighth-grade texts in groups with access to the Internet unaided by adults as opposed to individually and secondly to unveil how fourth-graders of New York City comprehended Internet information together in SOLE situations. A mixed methods approach was used to address this two-phase study: a quantitative approach determined mean differences for three different reading conditions, while a qualitative approach unveiled the mechanisms allowing fourth-graders to comprehend Internet information when in SOLE situations. Results showed that: fourth-graders of New York City are statistically significantly better at reading complex and at grade-level texts when they are in groups, Internet access is granted, and adult support is removed as opposed to reading individually. It was also unveiled that fourth-graders self-organise for reading in SOLE situations where the emergent phenomenon is information comprehension. This study advances the research regarding collaboration for online enterprises and better ways to prepare readers for 21st century demands. This study abided by Newcastle University’s ethical approval procedure for conducting experiments and New York City Department of Education Committee for Research Approval to ensure proper and ethical research conduct.