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purple arrowNCIP Profile: Reading, Writing, and Videotapes

NCIP Staff, 1994

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The idea that video can help students improve their reading and writing skills might have been easily dismissed a generation ago. Today, however, video is a central component in a variety of strategies designed to teach literacy skills.

This profile highlights several programs using these strategies. The feature story focuses on an innovative teaching practice for primary-school students that is especially effective for children who are deaf, many of whom begin kindergarten with limited English skills. Based on the idea that students will gain a broader understanding of material if they have the chance to go over or "revisit" it in different formats, the practice revolves around a variety of activities that include the viewing and creating of videotapes, group and one-on-one discussions, drawing, and writing.

Other highlighted teaching practices focus on how students with disabilities use technology to write captions for a video. The ultimate goal of this strategy, as well as the others featured, is to give students the skills they need to become independent readers and writers.

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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. 

ŠEducation Development Center, Inc.