45 mins (4-5x per week)
This system is designed for students with problems in decoding (e.g., frequent word identification errors, add and omit words, confuse high-frequency words, and/or have a poor grasp of grapheme-phoneme relationships) and/or problems with comprehension (e.g., associated with problems in decoding, auditory memory and statement repetition skills, analytical skills required to process arguments, deficient vocabulary, lack of background or domain knowledge, and/or motivation).
This is also for students who read at a laboriously slow rate, are unable to comprehend because of inaccurate reading, need comprehension intervention, do not write well, do not think or speak with clarity, and/or are not highly motivated.
This system can also be used for students who cannot follow multi-step directions, exhibit poor auditory memory and statement repetition skills, lack the analytical skills required to process arguments, have a deficient vocabulary, and/or lack background or domain knowledge
Corrective Reading provides intensive direct instruction-based reading intervention for students in Grades 3–Adult who are reading below grade level. This Direct Instruction reading intervention program delivers scripted, tightly sequenced, carefully planned lessons that give struggling students the structure and practice necessary to become skilled, fluent readers and better learners. Four levels for decoding plus four for comprehension address the varied reading deficits and skill levels found among older students.
The Corrective Reading program provides educators with the tools to help close the achievement gap by addressing deficiencies in both decoding and comprehension. Two major strands and four instructional levels address a wide range of reading problems. Decoding and comprehension can be used as a supplemental intervention or combined for use as a comprehensive program. Multiple points of entry appropriately address skill levels of students in Grades 4–Adult. Fully integrated assessments monitor progress and guide movement through the program.
Benner, G. J., Kinder, D., Beaudoin, K. M., Stein, M., & Hirschmann, K. (2005). The effects of the Corrective Reading Decoding program on the basic reading skills and social adjustment of students with high incidence disabilities. Journal of Direct Instruction 5(1), 67-80..
Campbell, M. L. (1984). Corrective Reading program evaluated with secondary students in San Diego. ADI News, 3(3), 1.
Lewis, A. (1982). An experimental evaluation of a Direct Instruction programme (Corrective Reading) with remedial readers in a comprehensive school. Educational Psychology, 2(2), 121-135.