Self-Monitoring Strategy Instruction: Improving Reading Accuracy and Self-Correction for At-Risk Students

Date of Award

Spring 5-11-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Courtney LaLonde


Elementary, Reading


The purpose of this research was to determine whether instruction and practice of self-monitoring reading strategies would improve the reading habits of at-risk elementary students. Specifically, the study tracked the effects of self-monitoring instruction on students' reading accuracy and self-correction rate while reading developmentally appropriate texts. Students participating in the study had demonstrated reading skills that were significantly below grade level standards and they participated in daily intervention small group lessons, during which the study took place. Instruction was based on observations of student reading, with priority given to student-initiated strategies. Instruction also included modeling of strategies, reinforcing statements when strategies were utilized, and prompts at points of difficulty. Reading records were taken to track student reading habits, reading accuracy, and self-correction rates.

Abstract only: No full text available.