Reading Comprehension and Fluency: Examining the Effects of Tutoring and Video Self-Modeling on First-Grade Students with Reading Difficulties

Abstract

The need for research-based instructional support for culturally and linguistically diverse students with reading difficulties is a national priority. In this rural Hawaii study, teachers and parents selected four first-grade students who were experiencing delays in reading fluency and comprehension skills to receive tutoring and video self-modeling interventions. Two students were identified as having specific learning disabilities, one as being developmentally delayed, and one was in the process of being referred for special education. Community partners were trained to provide tutoring with the 25-step ACE reading protocol. Two 2-minute self-modeling videotapes were constructed: the first depicted the student fluently reading a passage; the second showed the student applying a story map and successfully answering comprehension questions. A multiple-baseline design across two behaviors (reading fluency and comprehension) was used to observe the effect of each intervention on reading fluency and comprehension skills. Reading fluency, measured in number of correct words per minute, doubled for three students and quadrupled for the fourth by the end of eight weeks. Reading comprehension, measured in number of correct responses, reached pre-established criteria. Viewing the self-modeling videotapes was associated with reduced variability and maintenance of increased performance. Follow-up indicated that gains maintained for six months. Teachers and parents reported generalization to classroom and home.

Improving Written Language Performance of Adolescents With Asperger Syndrome

“…Participants watch themselves in videos in which they accurately perform a targeted skill (Dowrick, 1999). Video selfmodeling has been used to improve academic skills such as on-task behavior (Clare, Jenson, Kehle, & Bray, 2000), reading fluency and comprehension (Hitchcock, Prater, & Dowrick, 2004), and math performance (Schunk & Hanson, 1989 …”

Effects of Repeated Readings on Reading Abilities of English Language Learners with Specific Learning Disabilities

“…Nationally, there are an estimated 8 million fourth through 12 th -grade students who read below grade level (U. There are numerous negative academic and social outcomes correlated with an inability to read well (Hitchcock, Prater, & Dowrick, 2004). Academically, students who do not read well cannot complete their assignments, and they are exposed to less information because they typically cannot read quickly.…”

“…Academically, students who do not read well cannot complete their assignments, and they are exposed to less information because they typically cannot read quickly. Students who do not read well may exhibit disruptive or withdrawn behaviors that distract them from learning activities (Hitchcock et al, 2004). The negative social outcomes correlated with an inability to read well include having a negative outlook and low participation in extracurricular school activities, lagging academically behind other students, and having a higher probability of dropping out of school (Lazarus & Callahan, 2000).…”

“…Beyond school, students who do not read well continue to experience negative social outcomes. They may have limited employment opportunities, a greater likelihood of living in poverty, and a higher rate of incarceration (Elbaum, Vaughn, Hughes, & Moody, 2000;Hitchcock et al, 2004).…”

“…These two groups of students who struggle with reading face many challenges in school because reading in English is a prerequisite for all of their other subject areas (Hitchcock et al, 2004;Osborn et al, 2007). Once they fall behind one academic year in reading, students who are ELLs and those identified as SLD have a difficult time catching up in later grades (Hitchcock et al).…”