Date of Award
Fall 2024
Language
English
Embargo Period
10-8-2026
Document Type
Dissertation
Degree Name
Doctor of Psychology (PsyD)
College/School/Department
Department of Educational and Counseling Psychology
Program
School Psychology
First Advisor
Benjamin Solomon
Committee Members
David Miller, Jonah Ruddy
Keywords
Video self-modeling, goal setting, oral reading fluency, reading intervention
Subject Categories
School Psychology
Abstract
Video self-modeling (VSM) is an intervention based on Bandura’s (1999) theory of observational learning, which assumes that children learn a target behavior by observing a more competent model. VSM is assumed to provide an effective model from which children can learn given that the learner and model are the same person but differ only in their skills. More recently, studies have explored the effectiveness of VSM as an intervention for oral reading fluency (ORF) and showed promising results. Goal setting (GS) is another intervention that has been found to be effective in increasing students’ performance by motivating them to meet their goal and self-monitor their progress.
The current study aimed to expand the existing reading intervention literature by evaluating the effectiveness of VSM as a standalone intervention as well as the additive effect of integrating GS with VSM on ORF. The hypotheses were that VSM alone would be effective in increasing students’ ORF and that adding GS to VSM would further enhance the effectiveness of VSM. The participants were four general education students in third grade who were identified as needing additional reading support due to performing below grade level expectations based on their school’s multi-tier systems of support (MTSS) universal reading assessment. All students were concurrently receiving small group reading interventions from their school.
A multiple-baseline design across participants was used with each participant being exposed to four phases in the following order: 1) baseline, 2) VSM, 3) VSM with GS, and 4) maintenance. To analyze the results, a combination of visual analysis, in accordance with the What Works Clearinghouse (WWC; Kratochwill et al., 2010) standards, and hierarchical linear modeling, was utilized.
Consistent with previous studies, the results showed that VSM alone was associated with an increase in words correct per minute (WCPM) where the four participants averaged an increase of 8.5 WCPM (RangeΔ = 2.00 - 14.20) compared to baseline. Additionally, the additive effect of GS when combined with VSM produced an additional average increase of 10.37 WCPM (RangeΔ= 2.63 – 18.67) across participants. Despite this increase in average ORF performance, the results of the visual analysis revealed inconsistent immediate effects and trends, as well as high variability and overlap across phases and participants. Therefore, the interventions did not demonstrate sufficient intervention effects to support their effectiveness based on the WWC criteria. The results from the HLM analysis supported the visual analysis as they revealed treatment effects that lacked statistical significance. A discussion of the interpretation, implications, and limitations of the results as well as future directions is provided.
License
This work is licensed under the University at Albany Standard Author Agreement.
Recommended Citation
Sleiman Tellaoui, Sara, "Examining the Effects of Video Self-Modeling with Goal Setting on Third-Grade Students' Oral Reading Fluency" (2024). Electronic Theses & Dissertations (2024 - present). 51.
https://scholarsarchive.library.albany.edu/etd/51