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ERIC Number: EJ1131829
Record Type: Journal
Publication Date: 2016
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0973-0559
Motivating Struggling Middle School Readers: Digital Images as an Aid for Self-Monitoring and Enhancing Retellings of Text
Parenti, Melissa A.
Journal of Educational Technology, v13 n1 p1-6 Apr-Jun 2016
The benefits of motivation, mental imagery, self-monitoring and guided retellings on reading comprehension have long been lauded as effective methods for improving reading achievement. At a time when technology continues to flourish, yet secondary reading performance remains at a level far below proficiency, identifying strategies that assist in efforts to advance middle school readers via digital resources is critical. This work, therefore, links these influential ideas and presents a promising approach for working with struggling readers. The use of technological devices during mental imagery activity and self-monitoring tasks is introduced and encouraged as a best practice when reading narrative and informational text. As narrative story elements and/or expository text structures are encountered, struggling middle school readers curate digital images that represent mental pictures that are internally and socially constructed during the reading process. This collection of digital images is then utilized as a motivating resource and aid for adequately supporting and enhancing retellings of text.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A