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1. RESEARCH AND EVALUATION: EFFECTIVE USE OF VIDEO
MODELLING TO TEACH INDIVIDUALS WITH READING
DIFFICULTIES

2. Introduction
Video modelling is described as the effective practice for educating various skills such as
reading skills to learners with special needs. Reading is very important for learners to master
so as to succeed in school and after school (Ok & Howorth, 2020). A student’s study skills
are important factor for succeeding in school because these skills enable them to acquire the
broadness of the syllabus and enhance their oratory and eloquence skills (Decker & Buggey,
2014). Therefore, the use of technology such as video modelling in teaching learners with
reading difficulties helps in creating enjoyment and visionary time for students, which
unlocks barriers to all forms of new experiences for them (Sen, 2016). The following four
articles will analyse the effective use of video modelling to teach learners with reading
difficulties.

3.  Paper 1 By Ok et al., 2021
 Findings and conclusion
The findings of this study have shown positive results
of Video Self-Modelling on enhancing decoding
proficiency and sight word recognition for students
with special needs. However, not all the participants
improved their scores two weeks after the
implementation of this intervention. Only 6 out of 10
students improved their reading skills, it was likely that
the improved scores could be ascribed to the recurrent
studying from the exercise, which happen as section of
the process of creating and watching videos through
video self-modelling intervention.
In addition, the videos shown to family of the student,
teachers and peers improved the learner’s self-esteem
and assisted both the parent and the teacher to view the
learner as a reader. Learners were encouraged to create
fine videos. The students acknowledged that the end
result of the product was a movie of their success and
they put more effort to make that product.
 Methodology
Design Single case design
Participants 10 students were included in the study; 7
male students and 3 female students.
Setting The school that participated in the study was
a low socioeconomic status (SES) elementary
school in southern California.
Analysis Visual analysis

4.  Limitations
Single case designs generally have certain limitations by nature. Single case designs cannot be generalized to a larger population such as students from various
schools, levels of education and different types of disabilities. Second, there was short duration allocated for the study, for instance, the baseline and intervention stage
of this study only taken 10 weeks. Having long period of time for the study can make a stronger case for the consequence of the video self-modelling on reading
growth.
 Comparison to other articles
According to the article by Ayala and O'Connor (2013), findings showed that the studies conducted lasted only 10 weeks. This is very shorter duration which made it
hard to establish a stronger case for the consequence of video self—modelling on improving reading skills. As a result, the studies did not provide a strong stand on
whether the video modelling effectively improved the reading skills. However, the article by Simó-Pinatella and Mumbardó-Adam (2018) has shown that the study
conducted lasted five years, as a result, the findings showed a stronger case for the effect of video self-modelling.
 Implications and how it supports this topic
The outcome of this study is promising since it adds to the composition of literature on the effectual application of video as academic assistant tool for reading. The
study supports the topic by outlining how the video took the flat printed letters and drew them to life in a manner that can capture the senses (Ayala & O'Connor,
2013). Video self-modelling is a practicable tool to utilize in schools since the video cameras are not expensive and easy to use. Individuals are familiar with the use
of video because of the increased acceptance of the media-based websites such as Youtube (Park et al., 2019). This research helps to understand the effectiveness of
effects of video self-modelling in enhancing the responsiveness of learners with poor reading skills.

5. Paper 2 by Ok & Howorth, 2020
Design Single-case study design
Participant
s
41 male and 24 female learners, totalling
to 65 students. All of them were PreK-12th
grade students.
Setting The researchers carried out the study in
classrooms in public schools in the United
States.
Analysis Coding and inter-rater agreement
 Methodology  Findings and conclusion
The findings regarding the effects of video modelling on learner
reading accomplishment indicated that there was positive outcome
from the implemented strategy on improving the reading proficiency
of learners with special needs or at risk. Those special needs learners
were able to keep the intervention benefits and generalized their
gotten proficiency through the help of video modelling. In order to
get proper understanding of the effects of the video modelling
approach on learner reading performance, the outcome was
classified in three sections as follows: (i) effects of a stand-alone
video modelling approach, (ii) comparing the outcome of different
types of video modelling strategies and (iii) consequences of video
modelling desegregated in reading guide.

6.  Limitations
The study used single-case design which is good for video modelling since this intervention is normally customized for each
learner’s needs. However, the effects of video modelling cannot be generalized unless other study designs such as group design
or qualitative design are used. Second, most participants did not give the specific learner data, such as ethnicity, and intervention
dosages such as the number of sessions they attended and the duration of each session. This information helps the readers to
know the features of the intervention properly. Lastly, the studies could have included young children and those students with
different types of special needs such as Attention-Deficit/Hyperactivity Disorder (ADHD) so as to understand the generalized
effects of video modelling intervention.
 Comparison to other articles
According to the article by Ok and Howorth (2020), the findings have shown that the studies focused on the use of video
modelling intervention to improve the reading performance of PreK-12th grade students with disabilities. As a result, the studies
didn’t establish a general effects of video modelling intervention on range of students from basic education to higher education
and vocational training. However, the article by Prater and her peers (2012) showed that the studies included students from all
levels of education; and in addition, the beginning readers and learners with more severe disabilities were all included. Thus, the
findings showed that it enables the video modelling intervention to be generally implemented because the results showed its
effects in every level of education.
 Implications and how it supports this topic
The study findings show the positive outcomes of video modelling on the reading proficiency of PreK-12th grade learners with
special needs. It thus suggests that video modelling is important in teaching word reading fluency skills (Ok & Howorth, 2020).
Educators can design the video modelling for each learner to meet their own needs. Creating this intervention to suit the student
needs has been made easy by the available mobile devices such as iPads (Franceschini et al., 2017).