A Multi-Component Approach: Repeat Readings, Error Correction, and Performance Feedback

     Researchers have found that repeated reading combined with systematic error correction results in higher reading rates with lower error rates. (Nelson, Alber, & Gordy, 2004; Alber-Morgan, Ramp, Anderson, & Martin, 2007).  Studying the effects of repeated readings with systematic error correction and performance feedback, Alber-Morgan et al. (2007) found that the combined effects of these interventions resulted in increased reading fluency. This study followed middle school students with emotional behavior disorders in a day treatment facility. During repeated readings of a passage, when a student made an error, the data collector re-read the word correctly, then the student was prompted to repeat the correct work, and this was followed by praise if the student was correct.
     In addition to gains in fluency, the number of errors decreased and comprehension improved. The researchers recommended that repeated readings be used to supplement an evidence-based program, and that repeated readings be accompanied by systematic error correction and performance feedback. One limitation of the study was that it used one to one instruction.  The researchers suggested involving parents, paraprofessionals, volunteers, or peer tutors to oversee the one on one repeated readings and error correction.  Although effective, it was a labor-intensive intervention requiring many people to run it.
     In my practice, I find repeated readings effective and incorporate error correction with the readings. I see positive progress from immediate error correction that is provided when the error is made instead of going back at the end of a reading and reviewing errors. I naturally use performance feedback without a conscious effort to do so.  It helps struggling students to have reinforcement and encouragement when they read correctly.

Citation to the article:

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 behavioral problems. The Journal of Special Education, 41(1), 17-30.