Investigating the effects of utilizing Video Self Modeling (VSM) as a modality to deliver a story mapping intervention with students who are deaf or hard of hearing to target reading comprehension and vocabulary

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dc.contributor.advisorJohnson, Wendi L.
dc.creatorMcGeehan, Brittany
dc.date.accessioned2020-02-11T17:37:25Z
dc.date.available2020-02-11T17:37:25Z
dc.date.created2019-12
dc.date.issued1/7/2020
dc.date.submitted19-Dec
dc.date.updated2020-02-11T17:37:26Z
dc.description.abstractThe purpose of the study was to investigate the efficacy of video self-modeling in delivering a Story Mapping intervention with the purpose of increasing reading comprehension, vocabulary, and self-efficacy. Participants were split amongst three treatment groups: Video Self-Modeling, Didactic, and Control group. The video self-modeling group was delivered the story map intervention through a video the researcher created. The video showed the student successfully completing the story map. Students in this treatment group watched their videos once a day throughout the intervention phase of the study. Students in the didactic group received instruction on the story map directly from a teacher. Finally, students in the control group read silently during this time. Reading comprehension was measured utilizing the Dibels Daze curriculum based measure and WJ-IV Achievement Reading Comprehension cluster (Mather & Wendling, 2014, Riedel, 2007). Self-efficacy was broadly explored utilizing the Motivations for Reading Questionnaire (Wigfield &Guthrie, 1997). Results suggest that the VSM intervention was mildly effective in increasing reading comprehension for three out of seventeen participants. In regard to vocabulary, results did not reveal a significant increase post intervention. In addition, qualitative data gathered through the Motivations for Reading Questionnaire indicated participants in the VSM group experienced an increase in self-efficacy. Overall, the video self-modeling intervention showed potential to increase student’s reading comprehension and self-efficacy.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/11274/12156
dc.subjectVideo Self Modeling
dc.titleInvestigating the effects of utilizing Video Self Modeling (VSM) as a modality to deliver a story mapping intervention with students who are deaf or hard of hearing to target reading comprehension and vocabulary
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentPsychology and Philosophy
thesis.degree.disciplineSchool Psychology
thesis.degree.grantorTexas Woman's University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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