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The Journal of Special Education
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Effects of Repeated Readings, Error Correction, and Performance Feedback on the Fluency and Comprehension of Middle School Students With Behavior Problems

Sheila R. Alber-Morgan

The Ohio State University, Morgan.651{at}osu.edu

Ellen Matheson Ramp

The University of Southern Mississippi

Lara L. Anderson

Oak Grove School District

Christa M. Martin

The University of Southern Mississippi

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.

The Journal of Special Education, Vol. 41, No. 1, 17-30 (2007)
DOI: 10.1177/00224669070410010201
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