I Can See Me Read: Using Webcams for Reading FluencyTimothy J. Frey, Kansas State University

Abby Houlton, Shawnee Mission School District, Kansas

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 self-

detect error patterns and monitor ORF is the key aspect that

leads to improvement for students using the intervention.

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.

ParticipantsStudents 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.

• The student conferences with the teacher about the video. The conference should

last about 3-7 minutes.

Guidelines for Conferencing with Student

• Ask the student what they noticed while they were reading.

• Watch video with student, and point out any mistakes that they did not highlight.

• Review errors with student. Make comments on reflection sheet.

• Make suggestions for improving reading.

• The student re-reads the passage making another video.

• The student watches the second video, highlighting their mistakes. The student

completes a reflection sheet that asks him/her to again rate him/herself on the Rate,

Volume and Accuracy. In addition the student evaluates whether their reading was

improved during the second recording, explaining any differences and reflecting on any

changes.

Intervention fidelity was maintained by having 20% of the DIBELS scores verified by a

researcher. A checklist of procedural steps was used the classroom teacher for each

intervention procedure.

Social Validity

Social validity surveys and interviews following the study indicate that all three

participating teachers felt the intervention was effective and easy to use.

Interestingly, 95%, students in 2nd and 3rd grades strongly supported the

use of the webcam, while only about 50% of the 4th grades students

indicated that they would like to continue using the webcam.

Results

Results of the study indicated that the webcam intervention was effective for

improving Oral Reading fluency with all three groups of students. In

particular, the data indicated that the intervention was effective at

reducing the error rates for students. The results also corroborate the

social validity information, suggesting that 4th graders responded initially

to using the procedure but their interest or engagement in the use of the

procedure was not maintained as well as the younger students.