New Zealand Journal of Psychology Vol. 43, No. 1, 2014 • 18 • Rochelle Montgomerie, Steven G. Little, Angeleque Akin-Little L earning to read fuently is a vital part of the reading process. Research shows a link between simple fuency measures and comprehension (e.g., Barth, Tolar, Fletcher, & Francis, 2014; Bolaños et al., 2013; Fuchs, Fuchs, Hosp, & Jenkins, 2001: Kim, Petscher, Schatschneider, & Foorman, 2010), with comprehension being the ultimate goal of any reading instruction. Reading fluency involves efficient effective decoding skills which allow a reader to comprehend text (Pikulski, 2006). There are a number of interventions that have been shown to improve reading fuency to increase accurate and automatic word recognition, assist with comprehension, and promote the use of prosodic features such as stress, pitch, and suitable phrasing. A key aspect of these approaches is that they provide learners with opportunities to read connected text with support through either adult feedback or modeling (Neddenriep, 2014). Therefore, if modeling is a successful component of fuency instruction, would it be more effective if the individual him/herself was the model? Video Self-Modeling as an Intervention for Oral Reading Fluency Video-self modeling (VSM) is a cognitive-behavioural technique that enables participants to see themselves performing a target behaviour (in this case reading fuently) that is outside their usual repertoire. Hitchcock, Prater, and Dowrick (2004) used VSM in combination with tutoring to improve the reading fuency rates and comprehension of three students with special needs. Their results indicated that viewing the self-modeling video was associated with reduced variability in the data and maintenance of increased performance. Dowrick, Kim-Rupnow, and Power (2006) used a combination of VSM and tutoring in an attempt to improve reading fuency for 10 students with special needs. Their results indicated signifcant improvements in reading fuency for all students and in 9 out of 10 cases the rate of improvement was greatest when VSM was used. The purpose of this study was to examine whether VSM by itself can improve reading fuency in children who are not classifed as special needs, but are simply behind their peers in reading. This group of “delayed readers” (Catts & Kamhi, 2005), tend to eventually gain accurate and fuent word recognition skills, but at a considerably slower pace than their peers. By using VSM with delayed readers the intent of the current study was to improve reading fuency by providing them with the opportunity to view themselves reading fluently, thereby increasing their sense of reading self-effcacy. Reading Fluency The concept of reading fluency has gained momentum in recent years and has been recognized as a critical component of reading (Samuels, 2006). It is now widely accepted that oral reading fuency in a child’s frst years of school is a strong predictor of reading comprehension in later years (Barth et al., 2014; Bolaños et al., 2013; Kim et al., 2010; Reschley, Busch, Betts, Deno, & Long, 2009.). There seems to be consensus in the research that there are three main components to reading fuency: accuracy in decoding, automaticity, and prosody (Kuhn & Stahl, 2003; Rayner, Pollatsek, Ashby, & Clifton, 2012; Schaffner, & Schiefele, 2013; Therrien, Kirk, & Woods-Groves, 2012). Accurate decoding means the ability to generate a phonological representation of each printed word on the page (Samuels). There is overwhelming evidence to show that struggling readers make progress if they are given systematic decoding instruction (e.g., Center, Freeman, & Robertson, 2001; Foorman, Francis, Fletcher, Schatschneider, & Mehta, 1998; Hattie, 2009; Greaney, Tunmer, & Chapman, 1997; Ryder, Tunmer, & Greaney, 2008). The oldest and most commonly Video Self-Modeling (VSM) is an intervention that allows individuals to observe exemplary instances of their own behaviour on video in order to increase the probability of that behaviour occurring again. VSM has been used to teach and strengthen various behaviours, however, little research has been conducted on VSM as an intervention to increase oral reading fuency (ORF). Therefore, the intent of this study was to examine VSM as an intervention to improve ORF for primary school students. Four Year 3 students from the Hawkes Bay area were videoed reading and mistakes were edited out. Each participant viewed him/herself reading fuently for 2 weeks. ORF was regularly assessed before, during, and after the intervention. Results indicated that three out of four participants made gains in ORF. Practical implications are discussed. Keywords: Video Self-Modeling, Reading Fluency, Literacy, Observational Learning Rochelle Montgomerie, Massey University Steven G. Little, Walden University Angeleque Akin-Little, Akin-Little & Little Behavioural Psychological Consultants, PLLC