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ERIC Number: EJ705452
Record Type: Journal
Publication Date: 2004-Mar-22
Reference Count: 64
Reading Comprehension and Fluency: Examining the Effects of Tutoring and Video Self-Modeling on First-Grade Students with Reading Difficulties
Hitchcock, Caryl H.; Prater, Mary Anne; Dowrick, Peter W.
Learning Disability Quarterly, v27 n2 p89 Spr 2004
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.
Descriptors: Reading Comprehension, Reading Fluency, Grade 1, Tutoring, Reading Difficulties, Rural Areas, Language Minorities, Intervention, Reading Improvement, Measures (Individuals)
The Council for Learning Disabilities, P.O. Box 4014, Leesburg, VA 20177. Web site: http://www.cldinternational.org.
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1
Authoring Institution: N/A
Identifiers - Location: Hawaii