• The Journal of Special Children Education
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• v.21 no.1
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• pp.21-53
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• 2019

Purpose: The purpose of this study was to investigate the effects of video modeling intervention using interactive whiteboard and augmented reality iPad applications on word identification of students who struggle with reading. Method: For this study, three second grade elementary school students who struggle with reading participated. To examine the effects of the intervention, a multi-probe design across participants was used. The maintenance, generalization and self-efficacy effects of the intervention were measured as well. Results: According to the results of this study, word recognition scores of all participants were significantly improved after the intervention and they also maintained and generalized the effects of the intervention. Also, all participants had positive perspectives about the intervention in overall. Conclusion: The results demonstrated that video modeling through the iPad applications are effective intervention for struggling readers to improve word identification skills. Based on the results, the implications and recommendations for future research were provided.