Int e rnational Journal of Engli sh and Edu c ation ISSN: 2278‐4012, Volume:5, Issue:1, January 2016 260 | www.ijee.org Th e Eff ec ts of R e p e at e d R e ading and Safme d Cards with a 10-Y e ar-Old El e me ntary Sc hool Stud e nt with L e arning Di s abiliti es Sydn e y M . Volwil e r 1 , T . F . M c Laughlin 2 , K . Mark D e rby 3 Department of Special Education Gonzaga University and Mary Ev e r son 4 Spokane Public Schools Abst ra c t : Our par t i c ipant was a 10-ye ar-old mal e wi t h a l e arning di sabili t y in r e ading. H e was curr ent ly r ece iving spec ial educ a t ion inst ruc t ion in the r esour ce room a t hi s e l emen t ary school for r e ading, ma th and wri t ing. The purpose of thi s study was to de t e rmine i f r epe a t ed r e ading and wi t h SAFMED f lashc ards would i mprove r e ading f luency. The dependent variabl e was the numbe r of words pe r minut e r e ad by the par t i c ipant . The inde pendent variabl es we r e r epe a t ed r e adings and e rror corr ec t ion drill s wi t h SAFMED f lashc ards. Resul ts showed tha t r epe a t ed r e adings and the e rror corr ec t ion drill wi th SAFMED f lashc ards inc r e ased the numbe r of words pe r minut e r e ad by tour par t i c ipant . K ey Words : SAFMED Cards, Repe a t ed Re ading, L e arning Di sabili t i es, A c knowl e dge me nt s : This research was completed in partial fulfillment for the requirements for an Endorsement in Special Education from the State of Washington and Gonzaga University. The authors would like to thank the participant for his cooperation and desire for learning. Requests for reprints should be addressed to S Volwiler, Department of Special Education, Gonzaga University, Spokane, WA 99258-0025 or via email at vowiler@zagmail.gonzaga.edu or T. F. McLaughlin, , Department of Special Education, Gonzaga University, Spokane, WA 99258-0025 or via email at mclaughlin@gonzaga.edu Introdu c tion Students with learning disabilities who do not learn their basic skills tend to have a difficult time as students and later as adults. They face issues such as chronic under or unemployment (Lloyd, 1978). The data on adult outcomes has been very negative across a wide range of measures if one cannot read well (Chambers, Dunn, & Rabren, 2004; Livingstone, 1998).