ERIC Number: EJ1138649
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
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.
Descriptors: Recall (Psychology), Video Technology, Stimuli, Questioning Techniques, Oral Reading, Self Management, Grade 1, Grade 2, Elementary School Students, Beginning Reading, Reading Comprehension, Cognitive Processes, Difficulty Level, Affordances, Barriers, Metacognition, Case Studies, Qualitative Research, Semi Structured Interviews
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
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2
Authoring Institution: N/A
Grant or Contract Numbers: N/A