An Analysis of Corrective Reading Research

Article Abstract 

This paper provides an analysis of Corrective Reading research. A research review of 28 published studies was completed. Twenty-three studies examined the effectiveness of Corrective Reading as delivered by teachers in general education (n = 4), special education (n = 12), and alternative education (n = 7) settings. Five studies examined the effects of Corrective Reading as implemented by paraprofessionals or peer instructors in general education (n = 4) and special education (n = 1) settings. Study characteristics (i.e., program[s] investigated, participants, research design, research purpose, intervention details, outcome measures, and findings) were examined for each of the 28 studies. Twenty-six of the 28 studies found positive results for students instructed with Corrective Reading, and 1 study found positive results for peer instructors who delivered Corrective Reading. Thus, 27 of the 28 studies (96.4%) found positive results for Corrective Reading. Analyses across studies including examinations of dependent measures, research designs, student populations, and instructors and settings are provided; directions for future research are discussed.

Citation

Przychodzin-Havis, A. M., Marchand-Martella, N. E., Martella, R. C., Miller, D. A., Warner, L., Leonard, B., & Chapman, S. (2005). An analysis of Corrective Reading research. Journal of Direct Instruction, 5(1), 37-65.