ABSTRACT

Video modeling (VM) is known as an effective practice for teaching various skills to students with disabilities. However, there are a lack of studies investigating the effects of VM on improving student academic reading skills. The 13 selected single-case design studies published by 2019 were systematically reviewed to understand how VM was used for teaching reading skills to PK-12 grade students with disabilities or at risk, and the effects of VM on improving their reading performance. In addition, the methodological quality of the studies was evaluated using the What Works Clearing house standards. Results of this study revealed that VM intervention was effective for improving students’ reading skills. However, the results indicated the effect was smaller than the effects of VM on non-academic skills that previous studies have reported. The results also indicated that there was a tendency that VM was used for teaching fluency skills mostly and iPads have been frequently used in recent years. Directions for future research and implications for practice are discussed.

摘要

视频建模 (VM) 被称为向残疾学生教授各种技能的有效实践。然而，缺乏研究虚拟机对提高学生学术阅读技能的影响的研究。系统回顾了 2019 年发表的 13 项选定的单案例设计研究，以了解 VM 如何用于向 PK-12 年级残疾或有风险的学生教授阅读技能，以及 VM 对提高他们阅读能力的影响。此外，使用 What Works Clearing house 标准评估了研究的方法学质量。这项研究的结果表明，VM 干预对提高学生的阅读能力是有效的。然而，结果表明这种影响小于先前研究报告的 VM 对非学术技能的影响。结果还表明，近年来有一种趋势是VM主要用于教授流利技能，而iPad则被频繁使用。讨论了未来研究的方向和对实践的影响。