Literaturnachweis - Detailanzeige
| Autor/inn/en | Ok, Min Wook; Howorth, Sarah K. |
|---|---|
| Titel | Use of Video Modeling for Reading Instruction for Students with Disabilities or at Risk: A Research Synthesis |
| Quelle | In: Exceptionality, 30 (2022) 2, S.78-91 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0936-2835 |
| DOI | 10.1080/09362835.2020.1743707 |
| Schlagwörter | Video Technology; Modeling (Psychology); Reading Instruction; Students with Disabilities; At Risk Students; Reading Skills; Preschool Education; Elementary Secondary Education; Program Effectiveness; Effect Size; Reading Fluency |
| Abstract | Video modeling (VM) is known as an effective practice for teaching various skills to students with disabilities. However, there are a lack of studies investigating the effects of VM on improving student academic reading skills. The 13 selected single-case design studies published by 2019 were systematically reviewed to understand how VM was used for teaching reading skills to PK-12 grade students with disabilities or at risk, and the effects of VM on improving their reading performance. In addition, the methodological quality of the studies was evaluated using the What Works Clearing house standards. Results of this study revealed that VM intervention was effective for improving students' reading skills. However, the results indicated the effect was smaller than the effects of VM on non-academic skills that previous studies have reported. The results also indicated that there was a tendency that VM was used for teaching fluency skills mostly and iPads have been frequently used in recent years. Directions for future research and implications for practice are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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