Abstract
The purpose of this article is to describe the procedures of repeated reading and video self-modeling to improve reading outcomes for struggling students. An illustrated case study will be used to outline the individual steps of the intervention package. Information is also provided so teachers can evaluate the effectiveness of the procedures with individual students.
Recommended Citation
Lopuch, Jeremy
(2019)
"Seeing is Believing: Repeated Reading and Video Self-Modeling to Improve Reading,"
Teacher Education Journal of South Carolina: Vol. 13:
No.
1, Article 2.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol13/iss1/2
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