2026-09-23T08:06:50Zhttps://mro.massey.ac.nz/server/oai/requestoai:mro.massey.ac.nz:10179/31722025-11-12T14:05:54Zcom_10179_294col_10179_296
DSpace at Massey University
author
Montgomerie, Rochelle
2012-04-03T03:58:06Z
2012-04-03T03:58:06Z
2011
http://hdl.handle.net/10179/3172
Q112887287
https://www.wikidata.org/wiki/Q112887287
Video 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
The Author
Behaviour modification
Oral reading
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
Thesis
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