Using Video Self- and Peer Modeling to Facilitate Reading Fluency in Children With Learning Disabilities. (March 2014)

• Record Type: Journal Article
• Authors: Decker, Martha M.; Buggey, Tom
• Is Part Of: Journal of learning disabilities. Volume 47:Number 2(2014)
• Page Start: 167
• Page End: 177
• Publication Date: 2014-03
• Subjects: intervention -- reading -- technology; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0022219412450618
• Languages: English
• ISSNs: 0022-2194

Abstract

The authors compared the effects of video self-modeling and video peer modeling on oral reading fluency of elementary students with learning disabilities. A control group was also included to gauge general improvement due to reading instruction and familiarity with researchers. The results indicated that both interventions resulted in improved fluency. Students in both experimental groups improved their reading fluency. Two students in the self-modeling group made substantial and immediate gains beyond any of the other students. Discussion is included that focuses on the importance that positive imagery can have on student performance and the possible applications of both forms of video modeling with students who have had negative experiences in reading.