Affiliation:
1. University of Hawai'i,
2. University of Hawai'i
3. Children's Hospital of Philadelphia, University of Pennsylvania
Abstract
Video feedforward can create images of positive futures, as has been shown by researchers using self− modeling methods to teach new skills with carefully planned and edited videos that show the future capability of the individual. As a supplement to tutoring provided by community members, we extended these practices to young children struggling to read. Ten students with special needs participated in a multiple baseline intervention. Each received tutoring only, followed by tutoring plus video feedforward, another phase of tutoring only, and follow-up. Overall, reading fluency improved significantly for all students; in 9 out of 10 cases, rate of improvement was significantly greatest during feedforward. Other measures (e.g., word identification) confirmed student progress from most at-risk to mid-stream status. We conclude that video images of success with challenging materials may enhance the acquisition of reading skills.
Reference71 articles.
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