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The students on the Corrective Reading strand of the programme include people who are totally illiterate, dyslexics, youngsters and others who have gone to school, but not been taught to read properly; people from overseas who want to read and write English. The course is notably successful in helping the hardest-to-help; the people who find that education and job opportunities are out of their reach; many of whom have to be coaxed out of a lifetime of concealment of their difficulties. The literacy programme is of great economic and social value as it enables people to jump the barriers to training and jobs and avoid socially costly lifestyles.

Katie Ivens, Education Director, Real Action and The Learning Store.

Corrective Reading – Decoding A: Word Attack Basics
I have been using Corrective Reading – Decoding A: Word Attack Basics teacher’s manual and workbook for a short time now within a primary special needs school.  

I have found the programme to be very beneficial when used in a class setting of about 8 – 10 children, aged 8 – 9 years old, whose reading ages are between 5 and 6 years old. It only took the children one lesson in which to grasp the format. 

The children enjoyed the idea of working all together in a team to score points, and this encouraged them to listen and concentrate. The repetition of saying the word sounds helped to reinforce their learning. The worksheet section proved very successful and all the children were eagerly waiting for the next sounds to be said so that they could write them down.  

As with the circle game, each child showed an increased attention span when looking for the circled sound.  

It is a well presented and easy to follow reading programme, which the children look forward to participating in. 

Although I have only used it for a short period of time, most of the children’s reading ages have increased on average already by 3 – 5 months. I look forward to the continued progress that these children will make in the future using this resource.

Sallyann Davis, Greenfield Special School, Pentrebach, Merthyr Tydfil 

We have used the Corrective Reading programme for over seven years. Around fifty students follow the B2 programme in year 7. Another eight students follow the A/B1 in year 7 and B2 in year 8. They have three one hour lessons a week.  

The students enjoy the lessons and are keen to attend. The lessons involve over-learning and move on in small steps so students feel they are making progress but are not overwhelmed by new information.  

As the programme teaches students how to read they are given the tools they need to decode and read more complex words. After a few lessons they begin to grow in confidence and see themselves as readers. They no longer try to hide in class but are volunteering to read out loud in lesson.  

I could not recommend this programme enough and wish that every school in the country used the Corrective Reading programme so that every student can become a confident and fluent reader.

Beth Stubbs, Kingsdown School, Swindon 

We have used SRA Word Attack and Decoding B1 and B2 for over 10 years with children in Year 7,8 and 9 who have arrived at secondary school unable to read at all or with reading ages of 2 – 3 years below their chronological ages.

Word Attack has successfully moved non-readers to be confident readers. This year, Word Attack moved 4 children from non-readers to reading ages of over 7.0 years in a nine month period.

Decoding B1 and B2 have developed the confidence and self esteem of students.

We recommend it to schools who require a structured programme and we have already recommended it to many local schools in our area.

Backwell Comprehensive School , Backwell, North Somerset

An excellent new edition of an already superb tried and tested resource.

This new edition improves on the high standards of the original with a clearer page layout and an extremely useful miniaturised version of the students’ pages (complete with answers!) which is now contained in the Teacher’s Handbook. This saves an enormous amount of time when interacting with the students.

This system has an excellent track record of raising students’ confidence and interest and ability in reading and is highly recommended.

Martin Edmonds, Tamarside Community College, Plymouth 


Support for Learning have been using SRA Corrective Reading with support groups from Primary 2 through to Primary 7.

Level A Word-Attack Basics has been an invaluable tool in providing a structured cumulative programme of work for our younger pupils. All have gained some success and have learnt to look closely so they do not get caught out with ‘tricky’ words e.g. cats/cast or pecks/peeks etc.

B1 builds upon these basic skills well. In B1 and B2 the children monitor their own progress with the points system and progress chart graph. They take this responsibility seriously.

Level B2 stories change into an ongoing serial and the children particularly enjoy the story of Hurt and Surt the wolf cubs. Here the description is often emotive and atmospheric giving a mature interesting model of writing style.

New sounds are introduced in a structured way and all sounds are revisited and repeated in the text. All our pupils are more fluent and accurate readers using SRA. We are also piloting SRA Reading Mastery with a group of Primary 7 pupils. They appear to enjoy learning strategies rather than long lists of words. Most of the group are dyslexic pupils and they are beginning to at last achieve some success with spelling – all are ‘Super Spellers’ so far.

Support for Learning, Flora Stevenson Primary School, Edinburgh

The Coseley School and Sports College has used the Corrective Reading system with 40 pupils who at entry at the start of Year 7 had a reading age below 10.

The 40 pupils have been split into groups of 12 or less. Each teacher is resourced with:

  • A presentation book
  • A student book at Level B1 and above
  • A Student workbook

The resource is extremely well presented and enjoyed by the pupils and teacher alike. Each lesson is planned thoroughly and can be followed by both a specialist and non specialist SEN teacher.

The results to date have not been analysed but early evidence, after two terms, would indicate that all pupils have improved their reading ages significantly. The advice and help given by John Garner [SRA Consultant] has been much appreciated and has helped us set up this successful reading programme at Coseley School .

The Coseley School and Sports College.

Decoding Strategies

I have been using the SRA Decoding Strategies B1 book with my year 7 and 8 Special Needs Classes for the last 7 years (12-15 in a group).

All the children thoroughly engaged in the lesson and respond to questions enthusiastically. Each lesson is broken up into small manageable tasks so the children never get a chance to be bored. The activities are varied and the children enjoy helping one another.

I have, however, produced my own worksheets to accompany the book and as an experienced teacher I have lots of little 5 minutes activities up my sleeve. The children never know what to expect! I also use my own reward system which works brilliantly.

Some comments from the students:

‘I like reading from B1 book because it’s fun and I can answer questions’ – Ashley

‘I like the stories and wish they were on tape too’ – Dion

‘I like clapping out the spellings. It helps me to learn the words’ - Jamie

Alice Bentley, The Castle School, Thornbury


Decoding A, B1, B2, C

I used this resource in previous schools and felt it was a good resource for Teaching Assistants to me, especially as the teachers’ book was so clear. I like the fact that Teaching Assistants can work with a small group independently and make the class their own. The children enjoy having a work book, and the progress is gradual.

I use this resource in small groups of 5/6, 3 times per week, with mainly Years 7+8 (with reading ages of around 7yrs to 9yrs).

The children are working towards raising reading and spelling ages, and this fits with our literacy resources. We have seen success because the children’s reading and spelling levels do increase.

Helen Herman, Wye Valley School , Buckinghamshire