A Truly Innovative Reading Solution

Data

Rapid Gains for Middle School and High School Students



2011-2012
Average Rate of Advancement in Functional Reading Ability

Testing Instrument: Gates-MacGinitie Reading Tests, Comprehension Sub-Set
Testers: Various school systems implementing Read Right tutoring

 

MIDDLE SCHOOL 

ALL STUDENTS (n = 1026):
1.82 grade levels of gain with an average 45 hours of tutoring (average/11.0 NCE gain)

SPECIAL EDUCATION STUDENTS (n = 232):
1.69 grade levels of gain with an average 46 hours of tutoring (average/10.2 NCE gain)

ENGLISH LANGUAGE LEARNERS (n = 225):
1.97 grade levels of gain with an average 47 hours of tutoring (average/13.8 NCE gain)

HIGH SCHOOL:

ALL STUDENTS (n = 1,229):
2.23 grade levels of gain with an average 42 hours of tutoring (average/10.7 NCE gain)

SPECIAL EDUCATION STUDENTS (n = 403):
2.06 grade levels of gain with an average 45 hours of tutoring (average/10.1 NCE gain)

ENGLISH LANGUAGE LEARNERS (n = 260):
2.64 grade levels of gain with an average 44 hours of tutoring (average/12.9 NCE gain)

OTHER SOURCES: DATA & RECOGNITION FOR EFFECTIVENESS

NOTE: The following research was reviewed in 2011 by the National Center on Response to Intervention. The research focused on gains in student reading comprehension with middle and high school students—an age group considered difficult to remediate. The National Center gave the research very high ratings:

  • Scott C, Nelsestuen K, Autio E, Deussen T, and Hanita M (2010). Evaluation of Read Right in Omaha Middle and High Schools, Portland, OR, Education Northwest.

    Findings: Read Right methodology demonstrated "significant positive effect" in a controlled study involving 400+ middle and high school students. Researchers measured an average effect size of .25 after an average 18 hours of Read Right tutoring delivered during one semester (the probability that the results were achieved by chance: p=.000). African American students measured even greater gains: .34 with a probability of p=.007.

Third-Party Studies:

  • Litzenberger J (2001a): Reading Research Results: Using Read Right as an Intervention Program for At-Risk 10th Graders (final report available)

  • Litzenberger J (2001b): Reading Research Results: Using Read Right as an Intervention Program for Elementary and Middle School Students, a Longitudinal Study (final report available)

  • Fulton F (2006/2007): Woodcock Reading Mastery Tests: A longitudinal study (Elementary & Secondary), a poster presentation accepted for and presented at the Rodin Remediation Conference at Georgetown University

Publication in Peer-Reviewed Journal:

  • Tadlock D (1986): A Practical Application of Psycholinguistics and Piaget's Theory to Reading Instruction,Reading Psychology, Volume 7, Number 3, 1986, 183-195.

Additional citations:

  • Tadlock D "Cognitive Structures and Learning to Read," in ERIC (ED 185 501), February, 1980.

  • Tadlock D “Growing a Literate Workforce, Simpson Reads Right,” Target—The Periodical of the Association for Manufacturing Excellence, Volume 8, Number 3, May/June, 1992, 7-14.

Cited as Effective in Secondary Reading Research:

  • Peterson CL, Caverly DC, Nicholson SA, O’Neal S, Cusenbary S (2000): Building reading proficiency at the secondary school level: A guide to resources. Austin, TX: Southwest Texas State University, Southwest Educational Development Laboratory.

  • Found effective through independent, gold standard research by Education Northwest, formerly known as the Northwest Regional Educational Research Laboratory.

 Also:

  • Recommended by the National Drop-Out Prevention Center as effective intervention

Record of Replication:

  • Read Right methodology has been well tested with projects implemented at over 500 sites in 43 states and Canada with more than 3,130,000 hours of tutoring to date. It has been used successfully with over 94,000 students, including students classified as dyslexic, ADD, or learning disabled, as well as Title I students, ESL students, and other “non-labeled” students with reading problems. Projects have included adults (college, community-based, corrections, and workforce literacy) and children and teens of all ages, K-12.

Awards for Read Right’s Work with Schools & Corporations:

  • 2005-2006: Dee Tadlock, Ph.D., developer of Read Right, was nominated for the prestigious Brock International Prize for Innovation in Education and placed third out of nine nominees.

  • September 2003: Southwest Region Ohio School Boards Association named Read Right an Outstanding New Student Program. Read Right was in the top three and was among 12 programs that earned the award from 53 who were nominated.

  • March 2001: Sales Association of the Paper Industry Literacy Achievement Award to Dee Tadlock, Ph.D. (Awarded in recognition of multiple companies receiving awards for literacy three years in a row for Read Right projects.)

  • March 1999: Saskatchewan Labour Force Development Board’s Training in Excellence Award.