You are here:

Motivating Struggling Middle School Readers: Digital Images as an Aid for Self-Monitoring and Enhancing Retellings of Text
ARTICLE

Journal of Educational Technology Volume 13, Number 1, ISSN 0973-0559

Abstract

The benefits of motivation, mental imagery, self-monitoring and guided retellings on reading comprehension have long been lauded as effective methods for improving reading achievement. At a time when technology continues to flourish, yet secondary reading performance remains at a level far below proficiency, identifying strategies that assist in efforts to advance middle school readers via digital resources is critical. This work, therefore, links these influential ideas and presents a promising approach for working with struggling readers. The use of technological devices during mental imagery activity and self-monitoring tasks is introduced and encouraged as a best practice when reading narrative and informational text. As narrative story elements and/or expository text structures are encountered, struggling middle school readers curate digital images that represent mental pictures that are internally and socially constructed during the reading process. This collection of digital images is then utilized as a motivating resource and aid for adequately supporting and enhancing retellings of text.

Citation

Parenti, M.A. (2016). Motivating Struggling Middle School Readers: Digital Images as an Aid for Self-Monitoring and Enhancing Retellings of Text. Journal of Educational Technology, 13(1), 1-6. Retrieved April 19, 2019 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords