Effects of Repeated Readings,Error Correction,and Performance Feedback on the Fluency and Comprehension of Middle School Students With Behavior Problems
Restricted accessResearch articleFirst published online May, 2007
Effects of Repeated Readings,Error Correction,and Performance Feedback on the Fluency and Comprehension of Middle School Students With Behavior Problems
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.
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