USING A VIDEO SELF-MODELING STRATEGY TO ENHANCE READING OUTCOMES AMONG STUDENTS WITH OR AT RISK OF SPECIFIC LEARNING DISABILITIES: A SYSTEMATIC REVIEW

Areej Alsalamah

Abstract


Most students with learning disabilities struggle to be effective readers.  The video self-modeling (VSM) strategy has been considered an evidence-based practice that can be used to enhance academic and behavioral performance among students who have special needs.  However, few studies have explored the utility of the VSM strategy to enhance reading achievement for students with or at risk of specific learning disabilities (SLD).  Thus, this systematic review was conducted to determine the effectiveness of utilizing the VSM strategy to promote reading outcomes among students with or at risk of being diagnosed with SLD.  Five studies were located and reviewed.  The results identified the VSM strategy as a promising practice that can be adopted by schools to support struggling readers; however, much remains to be done to ensure positive reading outcomes for students with or at risk of having SLD.

Keywords


Specific Learning Disabilities, Video Self-Modeling, Reading performance

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References


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