Date of Award


Degree Name

Doctor of Philosophy



First Advisor

Dr. Denise E. Ross

Second Advisor

Dr. Richard W. Malott

Third Advisor

Dr. Kelly T. Kohler

Fourth Advisor

Dr. Luchara Wallace


Self-observation, learn units, reading instruction


The current study evaluated the effects of structured self-observations on the rate and accuracy of learn unit presentations by graduate student tutors in a reading program. Four graduate students were trained to implement reading curricula using instructions, modeling, and the training manuals for reading curricula. Dependent variables were accuracy of antecedents, accuracy of consequences, and rate of learn units for the lesson. A secondary dependent variable was the rate of contingent social praise and token delivery during the lesson. During the intervention, tutors learned how to record learn units using the Teacher Performance Rate and Accuracy Scale (TPRA) and then used videos of their own reading sessions to score the accuracy and rate of learn unit delivery. Feedback was given on accuracy of TPRA scoring after observation. Following each observation, tutors presented a reading lesson; dependent variables were measured, and no feedback was given. Results suggested that structured self-observations of learn units improved the accuracy of consequences and rate of learn units. All four participants had a higher median accuracy of consequences in intervention than baseline. For one participant, the intervention was effective for improving the rate of correct learn units as well. Implications of these findings for training teachers to use reading curricula are discussed as well as how these findings relate to existing research on structured self-observations and tutor training.

Access Setting

Dissertation-Open Access