"If we are to achieve results never before accomplished, we must employ methods never before attempted." ~SIR FRANCIS BACON 1561-1626~

About Research-Based

Read Right Methodology is Research-Based and Supported by Science

Independent, Gold-Standard Research of Effectiveness

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

Education Northwest, a private, non-profit research organization conducted a double-randomized, controlled study to determine if Read Right was an effective intervention for students in two middle schools and two high schools. The duration of the study was for one semester. The mean hours of participation was only 18, yet in spite of this, the results supported the effectiveness of Read Right reading program as a reading intervention.

Read Right participants performed significantly better than the controls in reading comprehension as measured by the Gates MacGinitie Test of Reading. The p value was .000, which means that there were less than 5 chances in 10,000 that the result was due to chance rather than to participation in Read Right. For African-American students, the p value was .007.

The Education Northwest Research Was Highly Rated by the National Center on Response to Intervention

Education Northwest’s independent study examining the effectiveness of Read Right methodology was reviewed by the Technical Review Committee of the National Center on Response to Intervention. The technical experts gave the research high marks for rigor, validity, and reliability. Examine the ratings here.

Read Right Reading Intervention Program Compared to Striving Readers Project Schools

In response to reading professionals’ frustration in trying to find intervention programs that work to significantly improve reading abilities of adolescents, the Federal Government initiated a Striving Readers Project. Schools were selected to participate in selecting any program they wished. The students participated in the program for one school year and were administered standardized, norm-referenced tests of reading before the program began and at the end of the school year. Because schools used various measurement instruments, the Federal Government used effect-size statistics in analyzing the data. Effect-size, unlike most statistical analysis tools does not require the same test–the schools were free to use any test just so it was standardized and norm-referenced.

Read Right reading intervention program was not chosen for a trial by any schools in the Striving Readers Project. However, the effect size generated in the gold-standard research conducted by Education Northwest to gage Read Right’s effectiveness can be used to compare results with the Striving Readers schools.

Two of the four Read Right schools researched by Education Northwest outscored every school in the Striving Readers Project, and one school scored better than 7 of the top 10 Striving Readers schools. It is important to note that the duration of treatment for the Read Right research was one semester while the duration of treatment for each of the programs evaluated by the Striving Readers Project was one complete school year.

The effect size for the top-performing Striving Readers project school was .29. The effect size for the top-performing Read Right school was .58. The top-performing Read Right school showed twice the results in half the time as compared to the top-performing Striving Readers Project school.

Third Party Research

Dr. Jerry Litzenberger, PhD in psychometrics and an experienced consultant to public schools conducted two separate studies for Read Right clients. One study compared at-risk 10th graders who participated in Read Right tutoring with at-risk 10th graders from the same district who did not participate in Read Right. The measurement instrument was the reading portion of the Washington State Assessment of Learning (WASL) that had to be passed to graduate from high school. The following results were noted by Dr. Litzenberger in his executive summary of the research:

  • No differences in performance were found between Read Right and control students in their WASL scores at grade 7.
  • Highly significant differences in reading performance were found on grade 10 WASL following tutoring with the Read Right program.
  • Read Right students’ WASL scores in reading were significantly higher at the .001 level. These differences would happen by chance less than one time in a thousand.

The second study conducted by Dr. Litzenberger was a longitudinal study. Elementary and middle school students were tested with the Woodcock Reading Mastery Test prior to their participation in Read Right, at the end of the school year in which their participation occurred, and again in an average of 3.5 years later (range = 2-5 years) .The following results were noted by Dr. Litzenberger in his executive summary of the research:

  • Students enrolled in Read Right made highly significant gains from pre-test to post-test on all six subtests of the Woodcock Reading Mastery Tests.
  • Student gains between pretest and retest two to five years later were also highly significant.
  • Student gains between pretest and retest two to five years later were also highly significant.
  • Comparisons of student scores from posttest to retest found no significant differences on any subtest except Word Identification. This means that reading gains maintained over extended periods of time.

Final reports of these studies are available upon request.

Cited as Effective & Recommended

Read Right has been cited as effective and recommended by the following:

  • 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.
  • Recommended by the National Drop-Out Prevention Center as an effective intervention (Read Right received the Center’s highest rating: strong evidence of effectiveness)
  • Read Right has been included on multiple state lists of programs qualifying as providers of Supplemental Educational Services

Awards Received by Read Right

Read Right has received awards from both the world of schools and from the corporate world:

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

Record of Replication

Read Right, founded in 1991, has more than 25 years of experience transforming struggling readers to excellent readers. Read Right has been implemented in 44 of the United States, Canada, Mexico, and China. Students of all ages have been served–adults, teens, and children. Projects have included K-12 schools, colleges, juvenile detention centers, adult prisons, community-based organizations and corporations for workforce literacy.

I love the Read Right program. I think schools would be amazed at how well it works. ...We have all students that have lots of issues going on at the same time in the Read Right program. They are all making progress. It is an impressive program. Just to see the children to be functionally non-readers reading at a 1st grade level in 6th grade and make it to the end of 6th grade reading at a 6th grade level, what’s not to like about that?

— Mary Jo, Director of Special Programs, Mariana Bracetti Charter Academy —