The Impact of Video Self-Modeling on Oral Reading Fluency and Reader Self-Perception

Oral reading fluency is the ability to effortlessly decode text while deriving full meaning from what has been read. This is a skill struggling readers lack and is particularly critical for high school students asked to comprehend ever higher levels of reading materials. Using a multiple baseline-across-participants design, this study measured the impact of video self-modeling (VSM) on oral reading fluency and reader self-perception. The three participants, two boys and one girl, ages 15 to 18, attended a combination 9th-12th grade special day class for students with moderate to severe disabilities. Curriculum-based measurement probes established word correct per minute (WCPM) scores of oral reading fluency across all phases. During intervention, participants watched individualized VSM videos depicting them reading without error at goallevel. All participants increased oral reading fluency rates and improved reader self-perception scores in pre- and post-responses on a modified Reader Self Perception Scale (RSPS) survey. Social validity was assessed and overall positive results were reported by participants and the classroom teacher