The Use of Repeated Reading with Systematic Error Correction for Elementary Students with Mild Intellectual Disability a
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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 1 & Richard T. Boon 2 & Lee L. Mason 3 # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract This paper is a systematic replication of a previous study performed by AlberMorgan et al. (2007) to examine the effects of repeated reading with systematic error correction (SEC) procedures to increase the reading fluency and comprehension skills of three elementary students with mild intellectual disability and other comorbid disorders. A multiple probe across participants design (Horner and Baer 1978) was used to determine the effectiveness of the repeated reading intervention. During the baseline phase, the students read a passage aloud and orally answered comprehension questions. In the intervention phase, the students first read a passage aloud and received SEC, then completed two timed oral readings of the same passage, and answered comprehension questions. Baseline procedures were reintroduced in the maintenance phase. Results indicated that the use of the repeated reading with SEC intervention was effective to increase students’ reading fluency skills; however, no consistent gains were shown that suggested the strategy fostered the students’ comprehension skills. Limitations of the study, implications for the classroom, and future research directions are provided. Keywords Repeated reading . Systematic error correction . Mild intellectual disability .
Elementary
* Richard T. Boon [email protected]
1
Mansfield Elementary School, Mansfield, GA, USA
2
The University of Texas at San Antonio, San Antonio, TX, USA
3
Cook Children’s Health Care System, Fort Worth, TX, USA
Journal of Developmental and Physical Disabilities
The importance of reading is irrefutable to become an active, engaged, self-sufficient, and informed member of one’s community. Most young typically developing children learn to read in the early elementary grades; however, for children with disabilities, such as intellectual disability (ID), who are often poor readers, and have great difficulty with the reading process, reading can be a cognitively taxing skill to masterfully attain (Channell et al. 2013; Dessemontet and de Chambrier 2015; van Tilborg et al. 2014; van Wingerden et al. 2017). Generally, students with ID possess only a basic, or even less than basic level of reading proficiency (Copeland and Keefe 2016; Garrels 2019), and are known to have difficulties learning the elemental foundations of reading (Allor et al. 2013; Conners et al. 2006; Lemons et al. 2013). Unfortunately, reading instruction for students with ID has preponderantly focused on learning to recognize sight words (Browder et al. 2006; Roberts et al. 2013), with little attention given to providing these students with effective reading instruction to improve their reading fluency and comprehension skills (Allor et al. 2010a). Most of the re
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