Date of Award
12-2019
Degree Name
Doctor of Philosophy
Department
Psychology
First Advisor
Dr. Denise E. Ross
Second Advisor
Dr. Richard W. Malott
Third Advisor
Dr. Kelly Kohler
Fourth Advisor
Dr. Luchara Wallace
Keywords
Teaching reading comprehension skills, reading strategies for elementary students, oral retelling, oral retelling interventions, reaching comprehension and self-monitoring, teaching story elements
Abstract
Comprehension is an essential component of reading proficiency that produces long-term gains for learners. However, many upper elementary school-age children struggle with reading comprehension. The purpose of the current study was to evaluate the effects of a self-monitoring intervention on reading comprehension for three elementary school-age children with reading delays. Two studies were conducted. In Study 1, behavioral skills training was used to teach participants the elements of a story retell and how-to self-monitor their own story retells. In Study 2, a multiple baseline design across participants was used to evaluate the effects of self-monitoring on four dependent variables: a) oral retell accuracy, b) oral retell fluency, c) oral reading fluency, and d) responses to comprehension questions. Results of Study 1 suggest that behavioral skills training was used to effectively teach the elements of a story retell and self-monitoring to all three participants. Results of Study 2 suggest that self-monitoring increased oral retelling fluency, oral retelling accuracy, and reading comprehension. Few differences were observed for oral reading fluency. Results, limitations, and implications for reading instruction are discussed.
Access Setting
Dissertation-Open Access
Recommended Citation
Fontenot, Brandi Michelle, "The Effectiveness of Oral Retelling as a Reading Comprehension Strategy for Elementary Students with Reading Delays" (2019). Dissertations. 3538.
https://scholarworks.wmich.edu/dissertations/3538