The effects on independent reading performance of two methods of word-attack instruction were compared for eight learning-disabled boys of intermediate age. The students read orally in the Checkered Flag series for five minutes daily. After a baseline period of two or four weeks, the students received two weeks of instruction focused on observed weaknesses in word recognition skills (skills and drills method) and two weeks of instruction in a method which guided them to correct their own reading errors while they read in context (corrective feedback method). A multiple baseline crossover design was used to assess instructional effects. Results were interpreted as indicating that in the corrective feedback condition students were learning to read for meaning, while skills and drills instruction focused attention on individual words rather than on meaning. Both treatments had some positive effects on students' independent reading performance, but transfer was greater with the corrective feedback technique. (Author/AA)