P-03: The Effects of Self-Monitoring on Student Reading Performance
2:30 p.m. – 3:20 p.m.

Does self-monitoring improve student reading performance? A meta-analysis of single-subject research (N = 19 articles) on self-monitoring interventions for K-12 students is presented. Results are discussed in terms of What Works Clearinghouse (WWC) criteria for single-subject research using the Tau-U effect size. Practitioners will learn about the benefits of self-monitoring interventions for student reading performance, and researchers will learn about the differences in the magnitude of effect sizes for studies that follow WWC standards.

Taryn Goldberg and Guadalupe Guzman, graduate students, University of California, Riverside.

Strand: A, Topic: 9, Skill Level: III