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 multiple probe across participants design (Horner and Baer 1978) was used to determine the effectiveness of the repeated reading intervention. During the baseline phase, the students read a passage aloud and orally answered comprehension questions. In the intervention phase, the students first read a passage aloud and received SEC, then completed two timed oral readings of the same passage, and answered comprehension questions. Baseline procedures were reintroduced in the maintenance phase. Results indicated that the use of the repeated reading with SEC intervention was effective to increase students' reading fluency skills; however, no consistent gains were shown that suggested the strategy fostered the students' comprehension skills. Limitations of the study, implications for the classroom, and future research directions are provided.