"The Effect on Comprehension of Delayed Feedback during Repeated Readings."
by James D. Meffen, III, MS Ed.

In a single subject alternating treatments design, six students, ages 9-18 years old, diagnosed with an attention deficit disorder, encounter a repeated reading regimen in a clinical situation. The purpose was to determine how delayed versus immediate feedback during repeated readings effects the fluency and comprehension of students diagnosed with an attention deficit disorder. Results reveal a within- passage comprehension gain and an across -readings fluency gain. An interesting comprehension gain takes place between treatments one and five and is discussed. This appears to be the first study of its kind conducted with students diagnosed with an attention deficit disorder.