A Preliminary Evaluation of Positive Self-Review as an Oral Reading Fluency Intervention

Autor/inn/en	Wu, Shengtian; Gadke, Daniel L.
Titel	A Preliminary Evaluation of Positive Self-Review as an Oral Reading Fluency Intervention
Quelle	In: Psychology in the Schools, 60 (2023) 8, S.2843-2862 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Shengtian) ORCID (Gadke, Daniel L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22888
Schlagwörter	Self Evaluation (Individuals); Oral Reading; Reading Fluency; Intervention; Modeling (Psychology); Video Technology; Reading Improvement; Effect Size; Outcomes of Education; Elementary School Students; Students with Disabilities; Positive Attitudes; Program Effectiveness + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Modeling; Modelling; Modellierung; Lernleistung; Schulerfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Video self-modeling (VSM) has been used to improve the social behaviors of students from diverse backgrounds. However, its application to reading fluency is still in the preliminary stage. VSM can be divided into feedforward VSM (FFVSM) and positive self-review (PSR). Previous studies examined the effect of stand-alone FFVSM and its effect when adding it to intervention packages or repeated reading (RR). However, no study has examined the effect of PSR on improving reading fluency. Following a baseline phase, an alternating treatments design compared the control, PSR, RR, and PSR + RR conditions. The comparisons evaluated the stand-alone effect of PSR and the effect of PSR as an intervention component when added to RR. The extended analysis and follow-up phase validated the most effective intervention identified in the alternating treatments phase for each participant and evaluated the long-term effect of the most effective interventions. Based on visual analysis and two effect size measurements (Nonoverlaps of All Pairs and Tau-U), PSR was found to be effective for only one of three elementary school students with disabilities. Moreover, RR was more effective than the stand-alone PSR for the participants. Practical implications, limitations, and future studies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01