Many intervention programs fail because they do not provide enough structure, sufficient practice, or explicit teaching for students who have already experienced reading difficulty.

McGraw Hill’s Corrective Reading is a structured literacy intervention program designed to help students close reading gaps fast through carefully sequenced, explicit instruction that teaches to mastery.

Built on the principles of Direct Instruction (DI), the program supports teachers to deliver consistent, highly effective lessons that target decoding, fluency, comprehension, and reasoning—helping students build confidence and make meaningful progress.

Used in schools around the world for decades, Corrective Reading is trusted to support students who need intervention beyond core classroom instruction.

A new edition of Corrective Reading will be available for schools across Australia and New Zealand from September 2026.

The updated program builds on the proven instructional design educators already trust, while introducing enhancements to improve engagement, implementation, and progress monitoring.

What’s new?

• Modernised, age-appropriate content to better engage older struggling readers
• Enhanced reporting and performance tracking tools
• New remedy lessons to support targeted skill development
• Expanded digital teaching and learning materials
• Updated global content and refreshed instructional resources

The new edition maintains the explicit, carefully sequenced instructional approach that has made Corrective Reading one of the world’s most respected intervention programs. Mapping is available to ACARA v.9.0.

Schools do not need to wait for the new edition to begin implementation.

The current edition of Corrective Reading remains available for purchase and continues to deliver the same proven instructional methodology that has supported reading intervention success for decades.

What School are Saying:

“We have been using Corrective Reading for our Year 3-6 students for nearly 3 years now and have been astounded by the results to come from it. Students who haven't been able to read a sentence before, are now reading 60WPM and beyond.

The daily practice, the oral reading, the fluency checkouts, all combine to make an engaging, sequential, evidence-based program to take low level readers from barely reading, to reading fluently.

By dedicating 45 minutes, 4 days a week to this program, we have seen gains of more than a year level within the year. We operate this program in a streamed environment so that each student's needs are met, and both teachers and teacher assistants are able to deliver the program successfully.”

Laura Korpershoek ( Literacy and Numeracy Leader, St Peter Chanel Catholic School, Tasmania)

Whether you are evaluating intervention options now or planning for the new edition launch in 2026, our team can help you find the right implementation pathway for your school.