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The Differential Impact of Video-Stimulated Recall and Concurrent Questioning Methods on Beginning Readers' Verbalization About Self-Monitoring During Oral Reading

This pilot study explored two methods of eliciting beginning readers' verbalizations of their thinking when self-monitoring oral reading: video-stimulated recall and concurrent questioning. First and second graders (N = 11) were asked to explain their thinking about repetitions, attempts to self-correct, and successful self-corrects, in order to determine affordances and constraints of these two methods. Data analysis revealed the concurrent questioning method enabled students to recall their thinking and did not hinder comprehension. Video-stimulated recall method elicited fewer explanations due to a higher cognitive load from successive questioning and from an extended time interval between the oral reading and discussion.