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This multiple-baseline, single subject study examined the impact of a Video Self-Modeling (VSM) intervention on the letter-naming knowledge of four preschool students identified as developmentally delayed (DD). This study adds to the literature by investigating the effectiveness of efficient school-based interventions for improving the pre-reading skills of preschool students with DD. The following research questions were identified for the study: 1. Does Video Self-Modeling improve the letter-naming knowledge of pre-kindergarten children with developmental delays? 2. What is the level of teacher satisfaction of VSM use in a pre-kindergarten classroom? Study participants were preschool students previously identified as having a developmental delay. Following baseline, participants observed a video of themselves correctly identifying letters of the alphabet. The DIBELS Letter-Naming Fluency (LNF) probe was utilized to assess progress throughout the intervention phase. Percentage of Non-Overlapping Data (PND) indicated that the VSM intervention was effective for three of four participants. Teacher satisfaction was high across three of four areas assessed. A discussion of the findings, limitations, and implications of the study for future research and practice are presented.
Developmental Delay, Letter-naming, Preschool, Video Self-Modeling
Date of Defense
July 25, 2013.
A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Includes bibliographical references.
James Sampson, Professor Directing Dissertation; Deborah Ebener, University Representative; Angela Canto, Committee Member; Jeannine Turner, Committee Member.
Florida State University
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