Effective reading interventions for students with specific learning disabilities (SLD) are needed. A multiprobe multiple baseline across participants design was used to evaluate the effects of a video self-modeling intervention (VSM) on reading fluency skills. The VSM interventions effects on self-efficacy were also measured. Four male middle school students with SLD watched a pre-recorded video of themselves reading a passage fluently and were then asked to read another passage. Words correct per minute (WCPM) and accuracy data were taken. Results showed that students read significantly more words correct when they watched themselves read the same passage they were about to read. This study shows that having students watch videos of themselves read, especially if they watch the same passage they will read afterwards, is easy to implement, cost-effective, and worth further investigation.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Ollar, Chelsea Nicole, "Using Video Self-Modeling to Improve Reading Fluency in School Aged Children with Specific Learning Disabilities" (2018). Theses and Dissertations. 7342.
specific learning disability, reading fluency, video self-modeling, iPad, self-efficacy