Journal of Behavioral Education, Vol. 8, No. 1, 1998, pp. 63-79 Corrective Feedback in Oral Reading Joanne D. Heubusch, Ph.D.,1,3 and John Wills Lloyd, Ph.D. 2 We examined 24 studies to determine the effects on word recognition and reading comprehension of correcting errors during oral reading. Corrective feedback improved students' word reading accuracy on words in lists, and accuracy in reading words in passages. Some correction procedures had greater benefits than others. Successful error correction procedures share common characteristics, leading to recommendations about instruction: Teachers should (a) correct errors immediately; (b) require students to repeat the correct response; and (c) match correction procedure to the instructional situation and the learner. Several research recommendations are outlined. Reading problems are one of the most common characteristics of stu- dents with learning disabilities (Bryan, Bay, Lopez-Reyna, & Donahue, 1991). Although estimates vary, prevalence studies of reading problems in- dicate that at least 6.2% (Lewis, Hitch, & Walker, 1994) and perhaps as many as 7.5% (Shaywitz, Escobar, Shaywitz, & Fletcher, 1992) of students in schools have reading scores that are substantially discrepant from their IQs. Because most students with learning disabilities have problems with reading (Lewis et al., 1994), it is safe to assume that many of the nation's 2.44 million students with learning disabilities (U. S. Department of Edu- cation, 1995) require reading instruction. Given the magnitude of these problems, it is understandable that teachers of students with learningdis- 1Research Associate, Department of Curriculum, Instruction, and Special Education, Curry School of Education, University of Virginia, Charlottesville, Virginia. 2Associate Professor, Department of Curriculum, Instruction, and Special Education, Curry School of Education, University of Virginia, Charlottesville, Virginia. 3Correspondence should be directed to Joanne D. Heubusch, Department of Curriculum, Instruction, and Special Education, Curry School of Education, University of Virginia, Charlottesville, Virginia, 22903. 63 1053-0819/98/0300-0063$15.00/0 © 1998 Human Sciences Press, Inc. KEY WORDS: oral reading; correction; instruction; feedback.