Reading in the Digital Era: Using Video Self-Modeling to Improve Reading Fluency in At-Risk Students
Graduation Year
2015
Document Type
Thesis
Degree
M.A.
Degree Name
Master of Arts (M.A.)
Degree Granting Department
Child and Family Studies
Major Professor
Kwang-Sun C. Blair, Ph.D.
Committee Member
Sarah Bloom, Ph.D.
Committee Member
Raymond Miltenberger, Ph.D.
Keywords
At-Risk Students, Reading fluency, Reading intervention, Video Self-Modeling
Abstract
Reading fluency bridges the concepts of word recognition and reading comprehension, both of which are vital skills needed to become a successful reader. This study evaluated the impact of video self-modeling (VSM) on oral reading fluency in four upper elementary students at-risk for failing in reading. A multiple-baseline design across participants was used to evaluate the outcomes of the VSM intervention. The results indicate that VSM may have a positive impact on reading fluency of students at-risk for reading failure; the use of VSM was positively associated with increases in reading fluency in three of the four participants. The participant for whom VSM alone did not result in substantial reading gains needed an additional repeated reading intervention to improve fluency. Generalization occurred for all participants and some evidence of maintenance was noted in three participants. Social validity surveys indicated high acceptability of the VSM intervention by study participants.
Scholar Commons Citation
Anestin, Monica, "Reading in the Digital Era: Using Video Self-Modeling to Improve Reading Fluency in At-Risk Students" (2015). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/5633
