The effects of feedforward audio self-modelling on reading fluency, comprehension, and reader self-perception

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dc.contributor.authorRiediger, Eric
dc.contributor.examiningcommitteeBryan, Gregory (Curriculum, Teaching, and Learning)en_US
dc.contributor.examiningcommitteeBartlett, Nadine (Educational Administration, Foundations, and Psychology)en_US
dc.contributor.supervisorFreeze, Rick (Educational Administration, Foundations, and Psychology)en_US
dc.date.accessioned2021-08-03T14:54:36Z
dc.date.available2021-08-03T14:54:36Z
dc.date.copyright2021-08-02
dc.date.issued2021-07-26en_US
dc.date.submitted2021-07-26T18:51:08Zen_US
dc.date.submitted2021-08-02T15:11:28Zen_US
dc.degree.disciplineEducational Administration, Foundations and Psychologyen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstractThe purpose of this study is to offer an additional strategy and teaching tool for emergent readers in secondary educational settings. The intervention being utilized is feedforward audio self-modelling (FFASM). Since the 1970s, studies have shown video self-modelling (VSM) to be an effective tool in improving behaviour. It is a strength-based technique used to increase skills in children and youth with or without disabilities. Although it has gained a solid evidence base, it is not common in educational settings (Collier et al., 2012). There have been numerous studies on its effectiveness in various settings, on a variety of skills, with participants of different ages. A problem area in middle school regarding reading is the lack of effective response to intervention (RTI) strategies that increase students’ motivation, fluency, and comprehension. Albert Bandura’s work on modelling is the theoretical foundation upon which VSM is built. In addition to Bandura, Peter Dowrick has been researching VSM for over 30 years. His work on self-modelling theory and the ability for humans to imagine future situations adds to the theoretical explanation for the overall effectiveness of VSM. This study is the first to use FFASM to increase reading achievement through an online setting. This study used a single-subject experimental design to examine the effects of feedforward audio self-modelling on reading fluency, comprehension, and reader self-perception. Results of the study indicate that FFASM may have a positive effect on reading fluency and comprehension. It may have the potential to assist all learners, not just emergent readers. In addition, the study was mainly viewed favourably by participants and parents. Future research in this area should consider including a vocabulary component.en_US
dc.description.noteOctober 2021en_US
dc.identifier.citationAPAen_US
dc.identifier.urihttp://hdl.handle.net/1993/35776
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectfeedforwarden_US
dc.subjectvideo self-modellingen_US
dc.subjectaudio self-modellingen_US
dc.subjectreadingen_US
dc.subjectfluencyen_US
dc.subjectcomprehensionen_US
dc.titleThe effects of feedforward audio self-modelling on reading fluency, comprehension, and reader self-perceptionen_US
dc.typemaster thesisen_US
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