The most frequent type of referral to school psychologists concerning students with academic problems is in the area of reading (Joseph, 2002a). More specifically, reading fluency is considered the most common characteristic of problem readers (Adams, 1990). The purpose of this investigation was to provide educators with information regarding a successful type of corrective feedback procedure to use during oral reading fluency instruction to help children read with greater accuracy and fluency. In particular, the current study investigated the effects of three specific types of delayed corrective feedback for words read incorrectly during repeated readings (oral reading fluency instruction) of connected text to identify which technique was most effective and which was most time efficient for improving student's oral reading fluency and word identification skills. Methods of corrective feedback included: phonic analysis (i.e. word boxes), interspersal of unknown to known words, and traditional drill. Nine third grade students participated in the study upon referral from special education and general education teachers for additional intervention services in reading. Results indicated that children achieved cumulative gains in learning under each of the three corrective feedback procedures. Albeit, in the area of instructional effectiveness, the traditional and interspersal methods most effectively increased participants cumulative reading fluency, and the traditional and phonic analysis procedures, aided in most effectively increasing participants cumulative word identification. The traditional approach was most efficient for improving both fluency and word recognition.