Superior Reading Improvement for School & Home
Reading excellence is possible when the brain is doing everything precisely right to construct meaning from text. The dilemma facing reading programs and parents today: How do you get the brain to do everything "right?"
Read Right Methodology & Neuroscience
Neuroscientists understand that the human brain is wonderfully efficient, with most neural activity occurring "implicitly" or below the level of conscious awareness. The Read Right Reading Intervention Program, developed and tested over a 30-year period, is fully consistent with emerging findings from neuroscience. The methodology reflects the understanding that each student’s marvelously unique brain must figure out for itself ALL of the implicit aspects required to produce efficient and effective reading.
Consider this: Identifying one word at a time is slow and inefficient and frequently exceeds the capacity limitations on short-term and working memory, causing difficulty in comprehension. The following is a vital piece of new information for the reading field:
The brain doesn't have to decode or identify each and every word to get to an author's meaning. The brain is capable of putting comprehension first and using the construction of meaning to drive the reading process.
Excellent reading ability requires complex cognitive processing—which goes far beyond simplistic decoding or individual word identification. To become excellent readers, children, teens, and adults must figure out how to integrate information stored as memory in multiple brain regions. Over-emphasis on individual word identification can, therefore, prevent the brain from engaging in all of the complex neural activity required for reading excellence. This important issue is not yet fully understood by the reading field and, subsequently, it is neglected by most reading programs. Read Right doesn't neglect it. In fact, it is so important, Read RIght puts it first.
A Better Approach to Reading Improvement
The Read Right Reading Intervention Program and the Read Right Primary Core Curriculum intentionally compel the brain to integrate all of the neural activity required for efficient and effective reading. Everything changes for students when they implicitly begin to ask, "What does the text say?" rather than "What is that word?"
The following activity demonstrates that reading involves much more than individual word identification. Excellent readers can read this quickly and efficiently, even though decoding, word attack, or sight word recognition will not work with the longer words:
"Aocdcrnig to rseecrah at Cmabrigde Uinervtisy, it dseno't mttaer in waht oderr the lterets in a wrod are, the olny irpoamtnt tihng is taht the frsit and lsat ltteer be in the rhgit pclae. The rset can be a taotl mses and you can sitll raed it whoutit a pboerlm. Tihs is bucseae the huamn mnid deos not raed ervey ltteer by istlef. Aaznmig, yes?"
(Source: Learn English: A Lesson a Day)
Indeed—brain activity is complex and amazing! Read Right works because it compels students to figure out ALL of the complex aspects of the reading process. When our highly structured methods are followed by educators, every student is constantly and purposefully working to ground the act of reading in the construction of meaning and to produce excellence with every passage of text.
Read Right Methodology is Highly Effective
We invite you to thoroughly explore this website to learn more. We offer something fundamentally different in the area of reading. Independent, gold-standard research reviewed and rated highly by the National Center on Response to Intervention verifies that our methods work. If you prefer, call our staff immediately and request an Information Packet:
On-Site Training for schools, colleges, corrections facilities, and community-based literacy programs:
Contact Maureen Mortlock at email@example.com
or call (360) 427-6752 ext. 132.
Online Tutoring for individual consumers (children through adults), schools, colleges, and other programs:
Contact Mervina Sturgeon at firstname.lastname@example.org
or call (360) 545-4443.