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The Effects of Video Self-Modeling on the Decoding Skills of Children at Risk for Reading Disabilities

Authors


Requests for reprints should be sent to Sandra M. Ayala, Sonoma State University. Electronic inquiries should be sent to Ayalas@sonoma.edu.

Abstract

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.

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