Effects of Repeated Readings, Error Correction, and Performance Feedback On the Fluency and Comprehension of Middle School Students With Behavior Problems
Curriculum, Instruction, and Special Education
This study used a multiple-baseline-across-students design to examine the effects of repeated readings combined with systematic error correction and performance feedback on the reading fluency and comprehension of 4 middle school students attending an outpatient day treatment program for their behavior problems. Additionally, a brief prediction strategy was added to the repeated readings package during the third phase of the study. Results indicated a functional relationship of repeated readings with error correction and performance feedback on increased reading rate for 3 of the 4 students, and decreased errors for all 4 students. Additionally, improvement for both literal and inferential reading was demonstrated by all 4 students. The effects of the prediction component were inconclusive.
Journal of Special Education
Alber-Morgan, S. R.,
Ramp, E. M.,
Anderson, L. L.,
Martin, C. M.
(2007). Effects of Repeated Readings, Error Correction, and Performance Feedback On the Fluency and Comprehension of Middle School Students With Behavior Problems. Journal of Special Education, 41(1), 17-30.
Available at: https://aquila.usm.edu/fac_pubs/2070