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ERIC Number: EJ762920
Record Type: Journal
Publication Date: 2007
Pages: 14
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-4669
Effects of Repeated Readings, Error Correction, and Performance Feedback on the Fluency and Comprehension of Middle School Students with Behavior Problems
Alber-Morgan, Sheila R.; Ramp, Ellen Matheson; Anderson, Lara L.; Martin, Christa M.
Journal of Special Education, v41 n1 p17-30 Spr 2007
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.
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A