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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
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Whitney D. Strickland; Richard T. Boon; Lee L. Mason – Journal of Developmental and Physical Disabilities, 2020
This paper is a systematic replication of a previous study performed by Alber-Morgan 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…
Descriptors: Elementary School Students, Mild Intellectual Disability, Comorbidity, Reading Comprehension