Abstract

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 intervention<'>s 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.

Degree

MS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Date Submitted

2018-04-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd9916

Keywords

specific learning disability, reading fluency, video self-modeling, iPad, self-efficacy

Language

english

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