A Review of the Effects of Self-Monitoring on Reading Performance of Students With Disabilities

The purpose of this review was to synthesize the effects of self-monitoring methods on reading achievement for students with disabilities. Studies examining the self-monitoring of reading behaviors that were published in peer-reviewed journals from 1987 to 2008 were synthesized with regard to types...

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Bibliographic Details
Published in:The Journal of Special Education 2011-05, Vol.45 (1), p.43-53
Main Authors: Joseph, Laurice M., Eveleigh, Elisha L.
Format: Article
Language:English
Subjects:
Attention Deficit Hyperactivity Disorder
Behavior Disorders
Comprehension
Disabled students
Effect Size
Emotional Disturbances
Emotional-Behavioural problems
Emotionally disturbed students
Intervention
Learning Disabilities
Literature Reviews
Magnitude
Oral Reading
Productivity
Program Effectiveness
Reading Achievement
Reading Comprehension
Reading Improvement
Reading Skills
Research Methodology
Self Control
Selfmonitoring
Students with disabilities
Time on Task
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Summary:The purpose of this review was to synthesize the effects of self-monitoring methods on reading achievement for students with disabilities. Studies examining the self-monitoring of reading behaviors that were published in peer-reviewed journals from 1987 to 2008 were synthesized with regard to types of participants, settings, research designs, independent variables, dependent variables, and intervention effects. Effect sizes and percentages of nonoverlapping data were calculated to provide overall estimates of the magnitude of using self-monitoring methods to improve reading performance. Findings suggested that reading performance improved when self-monitoring methods were used. Among the many findings derived from this review, more studies explored the use of self-monitoring on comprehension skills than on other reading skills, and more studies included participants with learning disabilities (followed by students with emotional and behavioral disorders) than students with other types of disabilities. Limitations, directions for future research, and implications for practice are discussed.
ISSN:0022-4669
1538-4764
DOI:10.1177/0022466909349145