This investigation used a multiple-baseline design to examine the effects of systematic error correction and of systematic error correction with repeated readings on the reading accuracy and fluency of four second-graders receiving special education services in a resource room. Three of the students were identified as having learning disabilities, and one student was diagnosed with attention deficit/hyperactivity disorder. In the error correction condition, students received systematic feedback for each miscued word during oral reading. During the error correction plus repeated readings condition, the students participated in three one-minute timings of the reading passage following error correction procedures. Results during the error correction condition indicated that there was a minimal increase in the number of words read correctly per minute, however all four students reduced the number of reading errors per minute. When repeated readings were implemented in conjunction with the error correction procedures, evidence of a functional relationship was demonstrated for all four students in terms of their reading accuracy and proficiency.