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The Use of Repeated Reading with Systematic Error Correction for Elementary Students with Mild Intellectual Disability and Other Comorbid Disorders: A Systematic Replication Study

Whitney D. Strickland, Richard T. Boon, Lee L. Mason

Journal of Developmental and Physical Disabilities, 2020. DOI 10.1007/s10882-019-09718-9

Has this study been replicated?

This paper is itself a replication attempt. The study it set out to replicate is listed below.

Study replicated

• Effects of Repeated Readings, Error Correction, and Performance Feedback on the Fluency and Comprehension of Middle School Students With Behavior Problems, Alber-Morgan et al. (2007). The Journal of Special Education. View paper

Cite this record

Strickland, W. D., Boon, R. T., & Mason, L. L. (2020). The Use of Repeated Reading with Systematic Error Correction for Elementary Students with Mild Intellectual Disability and Other Comorbid Disorders: A Systematic Replication Study. Journal of Developmental and Physical Disabilities, 32(5), 755–774. https://doi.org/10.1007/s10882-019-09718-9

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