The Right Solution For Reading Problems

Read Right methods provide the right foundation for brand new readers to develop exceptional reading ability from the beginning, and the right bridge for struggling readers to move from the struggle to authentic reading excellence. The methods are effective regardless of age, the cause of the reading problem, and/or the amount of phonics knowledge readers already possess. Why? The methods apply a deeper and broader understanding of brain science to highly respected learning theory.

Successful Reading Program

ABOVE: Ethan was recommended for Special Education at age 8. Instead, his mother decided to have him try Read Right. With just 9 months of tutoring, Ethan moved from 1st to 3rd Grade reading ability. His sister, Allie, was in kindergarten and wanted to participate in Read Right, too. After a few months of her own Read Right tutoring, Allie started 1st Grade reading chapter books and loving reading.

Read Right is successful because of two “big ideas:”

  1. Complex implicit neural processing makes it possible for the human brain to figure out how to read with total comprehension and oral fluency from the beginning, without explicit phonemic awareness, decoding, or word naming! From brain science:
    • If a child can speak, they already possess the implicit phonemic awareness associated with speech. Brain science applied to Read Right: Implicit awareness is all that a developing reader needs to learn the essential phonetic information that successful reading development requires.
    • The act of decoding–by its nature–forces most of the neural activity to the language centers that produce speech. Brain science suggests: constraining brain activity to the language centers prevents the complex neural processing that is necessary for the brain to access and integrate all of the knowledge required to make sense of text! For example: It’s easy to name the word “blue” from four letters. But, is the right meaning the color or the emotion? Only complex cognitive processing that connects a single word to the intended context can produce the right meaning.
    • Most important of all, brain science suggests: When a reading problem forms, brain plasticity makes it possible to fix most reading problems. How? By remodeling the neural network that guides the reading act with a focus on the right objective.
  2. Read Right holds that there can only be one objective for both early reading development and reading intervention to produce high-quality reading: excellent reading. What happens when this objective is achieved?
    • Excellent readers understand what a text says, in the moment as reading progresses. This is called “literal comprehension.” Teachers do not need to teach “comprehension strategies” because the brain is reading to understand the text.
    • Excellent readers feel 100% comfort when they read—understanding everything read in the moment, as reading progresses. Excellent reading is comfortable because it is a spontaneous and seamless act. The science of reading’s choppy mix of separate skills feels uncomfortable to the reader because the brain is struggling to either identify each letter sound or word. The parts-and-pieces approach prevents both reading efficiency and comprehension!
    • Excellent readers read in a manner that sounds just like conversational speech when performed out loud, with the proper pace, cadence, and intonation that true fluency expresses. Contrary to the science of reading, fluency cannot be explicitly taught. It is a by-product of the implicitly-operating brain performing the process of reading correctly.

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THE READ RIGHT APPROACH: Read Right creates an environment that addresses both the explicit aspects of reading development and the implicit neural processing required to produce authentically excellent reading. The methods enable, and even compel, new and struggling readers to perform the right kind of “experiments” to figure out how to make the complex process work. This kind of experimentation is called “procedural learning,” and it is essential to the development of any form of excellence.

Non-Reader Into Successful Reader

ABOVE: When Jalil started his Read Right program in 2nd Grade, he struggled and couldn’t understand anything he read. Two years later, in Grade 4, listen to Jalil read.

An iceberg helps explain the implicit nature of procedural learning: The small portion above water represents the explicit aspects of any process that can be seen and taught. The huge portion below water, however, represents the implicit aspects of any process that cannot be seen and must be figured out by the brain through continuous experimentation.

Read Right’s methods are rapid and effective because they correctly address both the explicit and implicit aspects of the reading process. Dozens of educators, school administrators, parents, and students verify its effectiveness in our Written and Video Testimonials.  

Enjoy our final student video below (find others in our Video Testimonials), then explore the links at the end of this page to learn more about the power of Read Right methodology:

Young Children Can Learn To Read Easily

ABOVE: Ray Nunn’s parents followed Read Right methodology for early reading development from the day he was born (see “Read Right! Coaching Your Child to Excellence in Reading” by Dee Tadlock, Ph.D., New York: McGraw-Hill, 2005). Guidance from the book helped Ray became a successful reader before starting kindergarten. In October of his kindergarten year, his school tested him and discovered he was already reading at an upper first/lower second grade reading level.