I Can See Me Read: Using Webcams for Reading Fluency Timothy J. Frey, Kansas State University Abby Houlton, Shawnee Mission School District, Kansas
Introduction & Purpose The power of video has been used by educators to capture students’ attention, engage students in learning, and enhance curriculum for years. With the advent of inexpensive webcams and digital technology, video is easier than ever to incorporate into daily classroom use. We focus on independent use of webcams by K-12 students in the areas of reading and reflection. We have found that even primary grade level students can record, view, and take advantage of what we call the “I can see me” principle.
Purpose: To examine the use of a webcam-based video self-monitoring procedure to improved reading fluency of elementary age students. Method Single case design – Multiple Baseline across participants groups by grade level. Participants Students from three grade level classrooms were selected for participation by cooperating teachers. 27 total students participated (9 - 2nd graders, 9 – 3rd graders, and 9 -- 4th graders. Participants were identified as “average” readers for their grade level. Procedures Participants were given the DIBELS oral reading fluency assessment weekly in all conditions as part of normal classroom procedures. Intervention phase included an whole group introduction to the “I Can See Me” procedure including use of the webcam, software and reflection sheet. Students in the intervention phase completed the procedure weekly with a selected reading passage. All assessment and intervention procedures were completed in the students regular classroom. “I Can See Me” Procedure (Frey, Houlton, & Gruis, in press)
The teacher selects a passage at the student’s instructional level and makes 2 copies for each student. The 2 copies will be stapled together. • The student reads the passage, and records a video of their reading using the webcam. • The student watches their video. While watching the video, the student highlights any errors that they made while reading the passage. He/She rates him/herself in the areas of Rate, Volume, and Accuracy. Social Validity • The student conferences with the teacher about the video. The conference should Social validity surveys and interviews following the study indicate that all three last about 3-7 minutes. participating teachers felt the intervention was effective and easy to use. Guidelines for Conferencing with Student Interestingly, 95%, students in 2nd and 3rd grades strongly supported the • Ask the student what they noticed while they were reading. use of the webcam, while only about 50% of the 4th grades students • Watch video with student, and point out any mistakes that they did not highlight. indicated that they would like to continue using the webcam. • Review errors with student. Make comments on reflection sheet. • Make suggestions for improving reading. • The student re-reads the passage making another video. Results • The student watches the second video, highlighting their mistakes. The student Results of the study indicated that the webcam intervention was effective for completes a reflection sheet that asks him/her to again rate him/herself on the Rate, improving Oral Reading fluency with all three groups of students. In Volume and Accuracy. In addition the student evaluates whether their reading was particular, the data indicated that the intervention was effective at improved during the second recording, explaining any differences and reflecting on any reducing the error rates for students. The results also corroborate the changes. social validity information, suggesting that 4th graders responded initially Intervention fidelity was maintained by having 20% of the DIBELS scores verified by a to using the procedure but their interest or engagement in the use of the researcher. A checklist of procedural steps was used the classroom teacher for each procedure was not maintained as well as the younger students. intervention procedure. •
Discussion The use of webcams and the “I Can See Me” principle helps younger readers learn to identify error patterns in their oral reading. 2nd and 3rd grade students were particularly engaged and excited to use the webcam and “see themselves” read. While the older students in the study showed less gain as a group, the procedure proved helpful for students who were reading a lower than average rates. The participants in this study were all selected as “average” readers. It is possible that the intervention would prove even more effective for students who were struggling readers. We expect that learning to selfdetect error patterns and monitor ORF is the key aspect that leads to improvement for students using the intervention.