Theme & level: Videos, K-5 grades
“Poor reading is the most frequently reported academic problem of students with learning disabilities” (Rieth, Herbert, & Xin, p. 88). This article discusses the use of videos to help with vocabulary acquisition and reading comprehension skills for students with learning disabilities.
The study consists of seventy six 4th-6th grade students who receive remedial instruction in special education resource rooms. They were randomly assigned to either a video or nonvideo instructional group. The video group learned word definition and concepts in video based contexts. The nonvideo group learned word defenition and concepts using dictionaries and printed texts. All students were given a pretest, post test, and follow up test two weeks after the 6 week study, with 30 words taught as a target base. Students which were in the video group had statistically higher word acquisition scores than nonvideo group. For reading comprehension, there was no change. However, researchers felt if a longer time frame was spent on the study, it would show marked improvement in comprehension.
Past research has recommended an interactive learning condition to help students with learning disabilities. Reith, et al (p. 88) states, “This theory assumes that the learner and learning environment (e.g. text, material, teacher) constitute the basis of learning and a student’s learning is directly affected by his/her learning environment”. With this theory an intervention strategy involves creating a richer learning environment for the learner. This allows for sensory images, relevant issues, and dynamic moving events to be viewed by the students. Students can develop skills for pattern recognition, relating to auditory and visual cues, rather than just what the teacher is saying. This promotes a space with realist context, making learning more meaningful and useful which can motive student as they learn to read.
NETS-S (#2 ) is being met by the students using their existing knowledge of reading to come up with new ideas for learning vocabulary through the video program. Plus they understand the use of video technology and applying it to the reading lesson. NETS-T (#1, #2, & #5) is being met by teachers using their knowledge of subject matter to enhance the learning process of the students. They are designing visual and auditory ways for learning disability students to understand content vocabulary. And they are striving to improve their own teaching methods by supporting all students within their classroom.
My interest in this article comes from searching out new ways in which to meet the needs of struggling readers. I recently heard about a study which has shown the mere turning of a book page affects people who are dyslexic. When they are able to read a text, say, on the computer, taking away the page turning, they do not have the same problems with the condition. Fascinating! This article gives another possibility of video use to incorporate into my future classroom. Especially with students who have reading disabilities, and I believe, it can be a useful tool for all students in stepping up their reading acquisition.
RIETH, HERBERT, and JOY F. XIN. “Video-Assisted Vocabulary Instruction for Elementary School Students with Learning Disabilities.” Information Technology in Childhood Education Annual (2001): 87. Academic OneFile. Web. 8 Nov. 2012.