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Research Base

• Corrective Reading Success in Middle School and High School
  
  
• Lupien Success Story
  
  
• Research Base and Validation for SRA Corrective Reading
  This report describes the research that went into the development of Corrective Reading. It also provides summaries of research studies that have demonstrated the effectiveness of Corrective Reading for increasing student achievement among a variety of settings.
  
  
• Using Direct Instruction Programs as Intervention Programs in Grades K-3
  This article is about the use of Direct Instruction as an intervention program in schools that are using a core (basal) reading program that does not meet the instructional needs of their at-risk children. It provides an analysis and shows the benefits of using Reading Mastery, Horizons, or Corrective Reading as an Intervention program.
  
  
• National Assessment of Title 1 Final Report
  Conducted just outside Pittsburgh, Pennsylvania, in the Allegheny Intermediate Unit (AIU), the evaluation has explored the extent to which the four reading programs can affect both the word-level reading skills (phonemic decoding, fluency, accuracy) and reading comprehension of ʯÁñÊÓƵ»ÆÉ«°æ in grades three and five who were identified as struggling readers by their teachers and by low test scores. Ultimately, it provides educators with rigorous evidence of what could happen in terms of reading improvement if intensive, small-group reading programs like the ones in this study were introduced in many schools.

Randomized Controlled Studies

• Fostering the Development of Reading Skill Through Supplemental Instruction: Results for Hispanic and Non-Hispanic Students
  This article reports the effects of a 2-year supplemental reading program for ʯÁñÊÓƵ»ÆÉ«°æ in kindergarten through third grade that focused on the development of decoding skills and reading fluency.

Single-Subject Research

• Corrective Reading Shown Effective with Special Needs Middle Schoolers
  An Ohio middle school finds Corrective Reading effective in increasing reading skill in ʯÁñÊÓƵ»ÆÉ«°æ with special needs.

Other Scientific Research

• The What Works Clearinghouse Review of Corrective Reading
  The What Works Clearinghouse conducted a meta=analysis of all the research materials pertaining to Corrective Reading, and determined the program had a potentially positive effect on reading outcomes for ʯÁñÊÓƵ»ÆÉ«°æ.
  
  
• Direct Instruction and the Teaching of Early Reading: Wisconsin's Teacher-Led Insurgency
  The authors of this report summarize some of the research supporting the use of Direct Instruction to teach early reading skills. They also discuss some of the barriers educators face when attempting to implement Direct Instruction, specifically proponents of whole language teaching. Finally the researchers describe schools and teachers in Wisconsin that have achieved excellent results with Direct Instruction and how this is changing the minds of many critics.
  
  
• Effects of Corrective Reading on the Reading Abilities and Classroom Behaviors of Middle School Students with Reading Deficits and Challenging Behavior
  A multiple probe design was employed for this study to assess the effectiveness of the Corrective Reading program (Engelmann et al., 1999) on ʯÁñÊÓƵ»ÆÉ«°æʯÁñÊÓƵ»ÆÉ«°æ™ reading fluency and behavior during reading-related instruction. Direct observations assess the ʯÁñÊÓƵ»ÆÉ«°æ' reading skills and cognition, which show improved growth.
  
  
• Special Education and Direct Instruction: An Effective Combination
  Research shows strong evidence of success when Direct Instruction programs are used with ʯÁñÊÓƵ»ÆÉ«°æ with special needs. In fact, Direct Instruction is one of only seven interventions proven effective (Forness, Kavale, Blum & Lloyd, 1997). With its research-supported design and systematic delivery, Direct Instruction is often referred to as a program for special ʯÁñÊÓƵ»ÆÉ«°æ or at-risk ʯÁñÊÓƵ»ÆÉ«°æ.