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Video self-modeling and assisted rep...

Boisvert, Precille C.

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Video self-modeling and assisted repeated readings: A fluency intervention with adolescent English learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Video self-modeling and assisted repeated readings: A fluency intervention with adolescent English learners./
Author:	Boisvert, Precille C.
Description:	160 p.
Notes:	Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0521.
Contained By:	Dissertation Abstracts International68-02A.
Subject:	Education, Special. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3251040

Video self-modeling and assisted repeated readings: A fluency intervention with adolescent English learners.
Boisvert, Precille C.

Video self-modeling and assisted repeated readings: A fluency intervention with adolescent English learners. - 160 p.

Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0521.

Thesis (Ph.D.)--University of Hawai'i at Manoa, 2006.

Three secondary English learners attending a public school in Hawai'i received an intervention to increase their reading fluency. The English Language Learners (ELL) teachers referred participants based on their native language and their reading levels. The intervention included video self-modeling and assisted repeated readings. First, the participant watched replays of his edited 2-minute video in iMovie format showing him in a success mode of reading fluently a culturally based text. Second, he read while listening to the same text recorded in iTunes. Third, he read the text aloud while I provided error correction. To construct the self-modeling video, I videotaped each participant echo reading with me, and later edited out the participant's errors as well as my portion of the videotape to leave the participant's portion only. I used a single subject multiple baseline design across three participants, and three Marshallese legends. Phases of the design consisted of: (a) controlled baseline data collection, (b) intervention, and, (c) follow-up for maintenance and generalization. I collected and graphed curriculum-based measures of reading fluency throughout all phases of the intervention. I also audio recorded the intervention sessions to ascertain procedural integrity and inter-rater reliability, on 33% of the sessions. In addition, I administered tests of English language proficiency, and subtests of word identification and passage comprehension in pre- and post-intervention. These included: (a) the oral, reading and writing Language Assessment Scale (De Avila & Duncan, 1994; Duncan & De Avila, 1988) tests; and, (b) the Woodcock Reading Mastery tests (Woodcock, 1998). Finally, at the conclusion of the study, I conducted interviews of family members at home, and of participants and their ELL teachers at school, to determine satisfaction with both participants' progress and interventions used. Results indicate that students steadily improved their fluency on increasingly difficult texts during the intervention. All participants were able to maintain gains on a practiced passage, and two of the three participants were able to generalize their gains to an unrehearsed passage. Results of interviews with participants, parents and teachers support the social validity of the study. Procedural integrity reached a 100% agreement, and inter-rater reliability, 96%.Subjects--Topical Terms:

606639
Education, Special.

Video self-modeling and assisted repeated readings: A fluency intervention with adolescent English learners.
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500 $a Adviser: Patricia Edelen-Smith.
502 $a Thesis (Ph.D.)--University of Hawai'i at Manoa, 2006.
520 $a Three secondary English learners attending a public school in Hawai'i received an intervention to increase their reading fluency. The English Language Learners (ELL) teachers referred participants based on their native language and their reading levels. The intervention included video self-modeling and assisted repeated readings. First, the participant watched replays of his edited 2-minute video in iMovie format showing him in a success mode of reading fluently a culturally based text. Second, he read while listening to the same text recorded in iTunes. Third, he read the text aloud while I provided error correction. To construct the self-modeling video, I videotaped each participant echo reading with me, and later edited out the participant's errors as well as my portion of the videotape to leave the participant's portion only. I used a single subject multiple baseline design across three participants, and three Marshallese legends. Phases of the design consisted of: (a) controlled baseline data collection, (b) intervention, and, (c) follow-up for maintenance and generalization. I collected and graphed curriculum-based measures of reading fluency throughout all phases of the intervention. I also audio recorded the intervention sessions to ascertain procedural integrity and inter-rater reliability, on 33% of the sessions. In addition, I administered tests of English language proficiency, and subtests of word identification and passage comprehension in pre- and post-intervention. These included: (a) the oral, reading and writing Language Assessment Scale (De Avila & Duncan, 1994; Duncan & De Avila, 1988) tests; and, (b) the Woodcock Reading Mastery tests (Woodcock, 1998). Finally, at the conclusion of the study, I conducted interviews of family members at home, and of participants and their ELL teachers at school, to determine satisfaction with both participants' progress and interventions used. Results indicate that students steadily improved their fluency on increasingly difficult texts during the intervention. All participants were able to maintain gains on a practiced passage, and two of the three participants were able to generalize their gains to an unrehearsed passage. Results of interviews with participants, parents and teachers support the social validity of the study. Procedural integrity reached a 100% agreement, and inter-rater reliability, 96%.
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