Instruction of digital reading strategies by means of video modeling

Abstract

Results from international assessment tests show that the skills for digital reading of our adolescents are below the average of OECD countries. This is the starting point of our study that analyzes the effectiveness of an instructional program based on the eye-movements video modelling technique (EMMEs) to teach reading strategies in digital contexts, to a group of secondary education students. Results show an increment in the frequency of strategies mentioned after the intervention, in particular, planning the search and the reading andrevising the action plan when necessary. Finally, we discuss how EMMEs could be an effective technique for the instruction of complex cognitive tasks in the academic context, which may allow an  individualized application and a reduction on the teachers’ load.