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Corrective Reading Decoding (Level B1)

Publisher: SRA McGraw Hill, 2007


Learn the skills you need to deliver the Corrective Reading program effectively by registering for ACER's Corrective Reading Decoding Professional Learning.

The Corrective Reading Series provides intensive direct instruction-based reading intervention for students in Grades 3–Adult who are reading below grade level. This Direct Instruction (DI) reading intervention program delivers tightly sequenced, carefully planned lessons that give struggling students the structure and practice necessary to become skilled, fluent readers and better learners.

The Corrective Reading Decoding (Level B1) is appropriate for students who do not read accurately or for less fluent readers who cannot focus their attention on what text means.

Students with decoding problems:

  • Guess at words
  • Have trouble reading words such as what, that, a, and the when the words appear in a sentence context
  • Often read synonyms or printed words and are generally inconsistent in their reading behaviour (reading a word correctly one time and missing it the next time).

Key Features

  • Each level is a core program, not ancillary material. Each level contains all the material you need and provides students with all the practice they need to learn the skills
  • Students are taught everything that is required for what they are to do later. Conversely, they are not taught skills that are not needed for later skill applications
  • Each level is based on cumulative skill development - because of the cumulative development of skills, the difficulty of material increases gradually but steadily
  • Each level is divided into daily lessons that can usually be presented in a class period (35–45 minutes of teacher-directed work and independent student applications)
  • Each level contains Mastery Tests and Individual Reading Checkouts. These tests and checkouts are criterion-referenced performance measures of student reading behaviour
  • Each lesson specifies both teacher and student behaviour. The lessons are scripted - the scripts specify what you do and say as well as appropriate student responses. The scripted lessons assure that you will (a) use uniform wording, (b) present examples in a manner that communicates effectively with students, and (c) complete a lesson during a class period. The net result of the teacher presentation scripting is that students make a larger number of academically related responses during each period.
  • Can be used in conjunction with the Corrective Reading Comprehension (Level B1) series.

What is Taught

Phonemic Awareness

  • Auditory pronunciation
  • Recognition and production of sounds
  • auditory segmenting
  • Identifying beginning, ending, and medial sounds

Phonics and Word Analysis

  • Sound-symbol relationships with an emphasis on consonant blends, vowel sounds and letter combinations-word endings
  • Spelling
  • Blending
  • Word reading (words with consistent orthographic relationships, silent-e words, high-utility irregular words and high-frequency words
  • Daily reading of decodable connected text


  • Tracking
  • Reading and rereading decodable connected test
  • Practice for rate and accuracy
  • Charting of daily f luency progress


  • Story details
  • Cause and effect
  • Main idea
  • Story grammar/retelling
  • Story summarising
  • Compare/contrast