Following a review of empirical research on teacher feedback to students' wrong responses, this paper describes a paradigm for use with direct instruction materials, applying the feedback model to comprehension tasks from traditional reading and science textbooks. The next section details a classification system for wrong responses grouped into four classes: lack of information, motor, confused, and rule application. The third section discusses five correction strategies--modeling, leading, testing, retesting, and mastery units--and provides guidelines for using them, while the fourth section presents scripted examples of each type of correction. The paper concludes with a review of the paradigm, a discussion of techniques, a discussion of teachers' opportunities to use the paradigm, the paradigm's limitations, and the criticism that direct instruction is mechanistic. Appended is a figure showing the direct instruction feedback paradigm. (EL)