Premium
The Effects of Video Self‐Modeling on the Decoding Skills of Children at Risk for Reading Disabilities
Author(s) -
Ayala Sandra M.,
O'Connor Rollanda
Publication year - 2013
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12012
Subject(s) - reading (process) , psychology , intervention (counseling) , multiple baseline design , video modeling , word recognition , sight , learning disability , special education , curriculum , decoding methods , developmental psychology , mathematics education , teaching method , computer science , linguistics , pedagogy , modelling , telecommunications , philosophy , physics , astronomy , psychiatry
Ten first grade students who had responded poorly to a Tier 2 reading intervention in a response to intervention (RTI) model received an intervention of video self‐modeling to improve decoding skills and sight word recognition. Students were video recorded blending and segmenting decodable words and reading sight words. Videos were edited and viewed a minimum of four times per week. Data were collected twice per week using curriculum‐based measures. A single subject multiple baseline across participants design was used. Results indicated an increase in decoding skills and sight word recognition for all participants. A 2‐week posttest maintenance assessment showed retention or increases for 70 percent of participants. Results from the study offer promise for a specific intervention that may reach particular students who respond poorly to Tier 2 reading instruction.