A multiple probe design was employed for this study to assess the effectiveness of the "Corrective Reading" program (Engelmann et al., 1999) on students' reading fluency and behavior during reading-related instruction. Direct observations assessed the effect on students' behavior in both general and special education classrooms. Reading fluency measures were included on within program passages and grade-level text oral readings. The study revealed reading gains for within program and generalization passages. Both students and teachers indicated positive perceptions of the "Corrective Reading" program. (Contains 3 tables and 6 figures.)