ERIC Number: ED437621
Record Type: RIE
Publication Date: 2000
Video-Taped Instruction Creates Listening and Visual Memory Integration for Higher Reading and Math Scores.
This pre-post quasi-experimental study was conducted in a public school 5th grade class to determine the effects of video-taped instruction in teaching analysis and pattern finding skills. Methodology included guidelines from Cognitive Behavior Modification, Suggestopedia, and Guilford's Structure of Intellect Model within the Kaufman and Kaufman Sequential vs. Simultaneous Dichotomy. Elements of simultaneous and sequential learning, modeling, and self-monitoring were foundation components of "The Patterns and Systems Training." The hypothesis was to determine if improved cognitive skills to create higher-order thinking skill would facilitate reading improvement. Standardized cognitive skills tests were administered pre- and post-training to determine if improved simultaneous and sequencing skill would generalize to improved reading capability measured on the district's nationally standardized academic achievement tests. Gains at significant levels were obtained by the video-taped "Patterns and Systems Training" group in the Reading and Math subtests on the Science Research Associates (SRA, 1985) standardized tests. Contains 112 references, and 4 tables and 4 figures of data. (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A