As part of the ongoing research initiatives of the Peabody Literacy Program at Vanderbilt University, researchers in the Cognition and Technology Group have developed an innovative teaching strategy that uses video to promote reading comprehension.
Here's how it works: At-risk students view one- to two-minute video segments about timely issues like AIDS and civil rights. Afterwards they are given three passages to read that are similar in form and content. Only one of the passages, however, accurately describes the segment. The reader is asked to read each passage carefully and to discern which is the most accurate. At any point in the process, students can review the video.
The authors emphasize that these "discrepancy passages" enable students to increase their comprehension and fluency -- well-documented benefits of repeated reading.
In order to more closely approximate standard reading practice, the process is sometimes reversed. Students read passages first and then choose video segments that best represent them. This way students have an understanding of the text before viewing the video. Students can also be given readings that are designed to extend and deepen their understanding of the content, rather than describe the videos.
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This material was developed by the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton, Massachusetts. NCIP was funded by the U.S. Department of Education, Office of Special Education Programs from October 1, 1992 - September 30, 1998, Grant #H180N20013. Permission is granted to copy and disseminate this information. If you do so, please cite NCIP. Contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by NCIP, EDC, or the U.S. Government. This site was last updated in September 1998.
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