This paper provides an analysis of "Corrective Reading" research. A research review of 28 published studies was completed. Twenty-three studies examined the effectiveness of "Corrective Reading" as delivered by teachers in general education (n = 4), special education (n = 12), and alternative education (n = 7) settings. Five studies examined the effects of "Corrective Reading" as implemented by paraprofessionals or peer instructors in general education (n = 4) and special education (n = 1) settings. Study characteristics (i.e., program[s] investigated, participants, research design, research purpose, intervention details, outcome measures, and findings) were examined for each of the 28 studies. Twenty-six of the 28 studies found positive results for students instructed with "Corrective Reading," and 1 study found positive results for peer instructors who delivered "Corrective Reading." Thus, 27 of the 28 studies (96.4%) found positive results for "Corrective Reading." Analyses across studies including examinations of dependent measures, research designs, student populations, and instructors and settings are provided; directions for future research are discussed. (Contains 5 tables.)