The Effects of Video Modeling as a Reading Intervention Strategy with Students with Deficits in Reading

Abstract

This study investigated the effects of using video self-modeling as an intervention strategy to improve the oral reading fluency of students with and without disabilities with a descriptive look at its impact on reading comprehension skills. Although there have been studies conducted on the use of video modeling and video self-modeling on students with autism and other disabilities to improve social, behavioral, and other functional skills, there has been limited research on using video modeling and video self-modeling as an oral reading intervention strategy for students with or without disabilities. The purpose of this study was to examine the effects of this instructional intervention strategy by means of conducting a single-subject multiple probe across participants design. This study examined the existence of functional relation between video self-modeling and oral reading fluency with a descriptive look at reading comprehension. At the conclusion of this study, two of the students demonstrated an increase in oral reading fluency; however, a functional relation was not determined for the study. In addition to this, implications for the practice and future research are discussed.