This study investigated the effects of a Direct Instruction reading program, Corrective Reading, on the reading achievement of elementary and middle school students with emotional disturbance (ED) and learning disabilities (LD). Comparison students receiving non-DI instruction were selected based on demographics. Results indicate that students in the Corrective Reading program made significantly higher gains than comparison students; additionally, students with ED were more responsive to Corrective Reading than students with LD. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).