Effects of Repeated Readings, Error Correction, and Performance Feedback on the Fluency and Comprehension of Middle School Students With Behavior Problems
Has this study been replicated?
The atlas records 1 replication of this study. Recorded outcomes: 1 mixed. The earliest on record is from 2020.
Replications
- The Use of Repeated Reading with Systematic Error Correction for Elementary Students with Mild Intellectual Disability and Other Comorbid Disorders: A Systematic Replication Study, Strickland et al. (2020). Journal of Developmental and Physical Disabilities. Outcome recorded: mixed.
effective to increase students' reading fluency skills; however, no consistent gains were shown that suggested the strategy fostered the students' comprehension skills.
Outcome read from the abstract. View paper
Cite this record
Alber-Morgan, S. R., Matheson Ramp, E., 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. The Journal of Special Education, 41(1), 17–30. https://doi.org/10.1177/00224669070410010201
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