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Corrective Reading: An evidence-based remedial reading intervention

Hempenstall, K.
This study examined the effect of Corrective Reading (CR) on the phonological processes of 206 elementary and secondary students identified with serious reading problems. A battery of phonological tests was administered for pretest and posttest measures. Students were assigned to either the treatment condition or to a wait-list comparison group with 134 students in the CR group and 72 in the comparison group. Students in the comparison group received their school’s traditional reading program. In comparison to the wait list group, results indicated that students in the CR group recorded statistically significant and educationally large gains in the phonologically-related processes of word attack, phonemic awareness, and spelling. Statistically significant and moderately large gains in phonological recoding in lexical access, and phonological recoding in working memory were also recorded. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Corrective Reading; decoding; phonological processes; word attack; phonemic awareness; spelling
Australasian Journal of Special Education
Design type:
Pretest posttest control group design
Fidelity monitored:
Students included:
Remedial students, struggling readers, at-risk students, elementary students, secondary students, disadvantaged students, los-SES students
Other tags:
Corrective Reading, decoding, phonological processes, word attack, phonemic awareness, spelling, phonological recoding in lexical access, phonological recoding in working memory, Test of Phonological Awareness (TOPA), Picture Naming Test, Wechsler Intelligence Scale for Children, Woodcock Reading Mastery Test
Melbourne, Australia, suburban area, elementary school, middle school, state school, Catholic school

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