Effects of Reading Instruction with Self-Monitoring on On-Task Behavior and Reading Performance in Classroom for Primary Graders with Reading Disabilities

Jung, Hye Ran; Park, Hyun Sook

ORIGINAL ARTICLE

Commun Sci Disord. 2007;12(2): 334-358.

Hye Ran Jung^` , and Hyun Sook Park^`

정혜란(Hye Ran Jung)| 박현숙(Hyun Sook Park)

ABSTRACT

Background & Objectives
Self-monitoring has been known as an effective technique which helps the 4th to 6th graders with and without reading disabilities become active and independent participants for their own behavior change. The purpose of this study was to investigate the effects of reading instruction with self-monitoring on on-task behavior, reading productivity, and reading accuracy for the 2nd～3rd elementary graders with reading disabilities.
Methods
The multiple baseline design across subjects was used to examine the effects of intervention and maintenance. The students were trained to learn how to monitor themselves utilizing self-recording and self-graphing strategies after reading paragraphs. Maintenance was implemented 4 times in 3 weeks after fading the intervention.
Results
Through self-monitoring techniques, 1) on-task behavior was improved; 2) reading productivity (i.e., the rate of reading performance) was improved; 3) reading accuracy (i.e., the rate of correct responses) was increased; and 4) on-task behavior and reading on-task performance were maintained highly during maintenance period.
Discussion & Conclusion
Based on the results mentioned above, it could be concluded that overall, for students with reading disabilities at the primary level, self-monitoring had positive effects on increasing and maintaining on-task behavior and reading performance without other person’s monitoring. This result implies that self-monitoring technique through self-recording and self-graphing is an effective way even for low graders with reading disabilities to perform their own learning intervention program independently.