Corrective Reading

Corrective Reading is a comprehensive intervention program designed for students in grades 4 – 12.  It targets students who are reading one or more years below grade level and is appropriate for students who are in special education classrooms as well.  The 3 essential goals of the program are increasing reading accuracy (decoding), developing reading fluency, and building comprehension. Corrective Reading can be implemented in small groups (4 – 5 students) or whole class formats.  Each lesson is 45 minutes in length and intended to be taught 4 to 5 times per week.

The program is tightly sequenced, offering 2 distinctive strands, decoding and comprehension.  The decoding strand is appropriate for students that have trouble identifying words, understanding how the arrangement of letters in a word relates to its pronunciation, and whose reading rate is inefficient.  Comprehension programs are suitable for students that have limited vocabulary, narrow background knowledge and inadequate thinking skills.

The instructional design and content of Corrective Reading is consistent with Scientifically Based Reading Research.  The existing research base provides preliminary support for the program’s efficacy.  Current research focuses almost solely on eh decoding components of Corrective Reading.  Therefore, the comprehension components have yet to be adequately researched.

Strengths of SRA Corrective Reading:

·        Lessons are explicit and systematic.

·        Continual coaching is provided by consultants.

·        A comprehensive booklet of the research base which cites empirical studies using the program is provided.

·        A Direct Instruction video library for teachers that shows model lessons and real classroom scenarios is available.

·        Teacher’s manual is well organized with an “easy to follow” lesson plan.

·        Minimal teacher preparation is required.

Weaknesses of SRA Corrective Reading:

• Fluency goals of the program are minimal.

• Some teachers may find it difficult to adapt to the repetitive style of instruction.

Source:  Florida Center for Reading Research