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Article: Effects of systematic error correction and repeated readings on the reading accuracy and proficiency of second graders with disabilities.
- Article from:
- Education & Treatment of Children
- Article date:
- August 1, 2004
- Author:
CopyrightCOPYRIGHT 2004 West Virginia University Press, University of West Virginia. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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Abstract
This investigation used a multiple-baseline design to examine the effects of systematic error correction and of systematic error correction with repeated readings on the reading accuracy and fluency of four second-graders receiving special education services in a resource room. Three of the students were identified as having learning disabilities, and one student was diagnosed with attention deficit/hyperactivity disorder. In the error correction condition, students received systematic feedback for each miscued word during oral reading. During the error correction plus repeated readings condition, the students participated in three one-minute timings of ...
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