Video self-modelling as an intervention for oral reading fluency in year 3 students : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand

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dc.contributor.authorMontgomerie, Rochelle
dc.date.accessioned2012-04-03T03:58:06Z
dc.date.available2012-04-03T03:58:06Z
dc.date.issued2011
dc.description.abstractVideo Self-Modelling (VSM) is an intervention that allows individuals to observe exemplary instances of their own behaviour on video in order to increase the probability of that behaviour occurring again. VSM has been used to teach and strengthen various behaviours such as increasing verbal communications, reducing aggressive behaviours, improving written language skils, teaching cooking skills, and reducing fidgeting and distractibility. However[,] little research has been conducted on VSM as an intervention to increase oral reading fluency. Therefore the intent of this study was to examine Video Self-Modelling as an intervention to improve reading fluency for Primary school students. The participants were four Year 3 students who were behind their peers in reading but not currently receiving special assistance in reading. Participants were video-taped reading a passage of text and any mistakes, pauses, and hesitations were edited out using iMovie. Each participant viewed themselves reading fluently on a DVD before school for 2 weeks. Oral reading fluency was regularly assessed before, during, and after the intervention. Results indicated that three out of four participants made immediate gains in reading fluency after viewing the DVD’s but the positive effects appeared to diminish over time. Practical implications are discussed.en
dc.identifier.urihttp://hdl.handle.net/10179/3172
dc.language.isoenen
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectBehaviour modificationen
dc.subjectOral readingen
dc.titleVideo self-modelling as an intervention for oral reading fluency in year 3 students : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealanden
dc.typeThesisen
massey.contributor.authorMontgomerie, Rochelleen
thesis.degree.disciplinePsychologyen
thesis.degree.grantorMassey Universityen
thesis.degree.levelMastersen
thesis.degree.nameMaster of Educational Psychology (M.Ed.Psych.)en
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