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ERIC Number: EJ1138649
Record Type: Journal
Publication Date: 2017
Pages: 47
Abstractor: As Provided
ISSN: ISSN-0270-2711
The Differential Impact of Video-Stimulated Recall and Concurrent Questioning Methods on Beginning Readers' Verbalization about Self-Monitoring during Oral Reading
Pratt, Sharon M.; Martin, Anita M.
Reading Psychology, v38 n5 p439-485 2017
This pilot study explored two methods of eliciting beginning readers' verbalizations of their thinking when self-monitoring oral reading: video-stimulated recall and concurrent questioning. First and second graders (N = 11) were asked to explain their thinking about repetitions, attempts to self-correct, and successful self-corrects, in order to determine affordances and constraints of these two methods. Data analysis revealed the concurrent questioning method enabled students to recall their thinking and did not hinder comprehension. Video-stimulated recall method elicited fewer explanations due to a higher cognitive load from successive questioning and from an extended time interval between the oral reading and discussion.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A