Boosting Reading Fluency Using Systematic Error Correction and Repeated Reading With Diverse Upper Elementary Learners

The NAEP data from 2025 indicated racial and ethnic disparity primarily amongst fourth graders further signifying an achieving gap. These findings emphasize the critical need for intervention before fourth grade and subsequently. One effective reading intervention is Repeated Reading (RR). Previous research has evaluated combined interventions with RR to determine how to maximize student outcomes. Given the achievement gap and the need for intervention, this study evaluated iPad-delivered RR with Systematic Error Correction (SEC) of third- and fourth-grade students identified for supplemental reading support. A concurrent multiple baseline across participants design was conducted in an afterschool setting, where students at-risk for reading concerns received a brief (6-7 minute) SEC intervention paired with iPad-delivered RR to improve reading fluency. Across all three participants, students increased their oral reading fluency, with all three students meeting grade-level benchmark expectations. Findings contribute to improving reading fluency for students from minoritized backgrounds, while also evaluating the dosage, setting, and transferability of fluency gains in RR interventions. Keywords: Repeated Reading, Systematic Error Correction, Session Length, Diverse Students, Unpracticed and Practiced Passages