A Truly Innovative Reading Solution

Read Right: 30 Years of Development

Read Right is a Game-Changer for the Reading Field

Can you read the text below?

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, huh?

               (copied from Learn English: A Lesson a Day website:
                www.ecenglish.com/learnenglish/lessons/can-you-read )

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If you are an efficient and effective reader, you read the scrambled paragraph with surprising ease. Have you ever wondered how this is possible?

Presently in America, it is believed that the best way to learn to read is through explicit instruction in five basic skills (phonemic awareness, phonics and decoding, word identification, fluency, and comprehension). Yet, too many students are struggling with low-level reading ability (two-thirds—see 20 years of NAEP data at the "proficient" level).

In the Read Right view, this is what excellent readers do:

  • Strategically sample the phonetic and other information within text while simultaneously grounding the information in a single question: “What makes sense?”  Examples of the kinds of information that excellent readers efficiently sample: minimal phonics information rather than all (just the most useful phonetic clues); punctuation; clues from the reader's accumulated knowledge of language and how it is structured; knowledge of people, places, things, and how the world works; and more.
  • Efficiently anticipate the author's message, rather than focus on each and every word. Read Right methodology compels students to figure out how to easily and efficiently integrate strategic information from the text with the student's own knowledge of language and how the world works. Anticipation is what every brain uses to function with efficiency and ease.

Decoding and individual word identification do not work to quickly and efficiently read the scrambled paragraph. Read Right is a game-changer in the field of reading because the methodology intentionally avoids explicit instruction in basic skills. Instead, Read Right methodology focuses on implicit procedural learning and far more efficient reading strategies. Implicit procedural learning is what top athletes and musicians use to develop their skills. A musician, for example, spends comparatively little time learning how to produce individual notes and the majority of his time developing excellence with songs. A softball player, rather than focus on moving just one finger at a time, focuses her attention on everything required to throw and catch a ball successfully in the context of a softball game. To achieve excellence, top musicians and athletes set goals and instinctively make attempts, fail, analyze each attempt, adjust the next attempt, and continue to make attempts until success is achieved.

Read Right's highly structured methods coach students to use implicit procedural learning to figure out all of the aspects of excellent reading. By design, the methods cause students to focus on reading that always makes sense, feels comfortable, and sounds as seamless and natural as conversational speech. In this way, Read Right methodology puts comprehension and authentically excellent reading FIRST, not last. Read Right's highly structured system is designed to compel students to figure out every aspect of the reading process.

Read Right methodology is evidence-based, integrating scientific information from reading theory, learning theory, language acquisition theory, cognitive psychology, neural development, and more into a complete and cohesive view of what is required to achieve efficient and effective reading ability. It works because it goes beyond the words on the page, considering instead all that is required for every reader to achieve complex cognitive processing with reading.

Thirty years in development, this comprehensive view has been translated into:

  • An effective approach for early reading development (the book Read Right! Coaching Your Child to Excellence in Reading by Dee Tadlock, Ph.D., publisher: McGraw-Hill)
  • A well-defined system of small-group instruction for K-3 classrooms (the Read Right Primary Core Curriculum)
  • A highly structured small-group reading intervention program for all ages (the Read Right Reading Intervention Program for Grades 3-12, colleges, and adult literacy programs)
  • And, the new Read Right Online Tutoring Service, making Read Right tutoring available to everyone virtually every where

Read Right methodology is well tested, with projects implemented at over 500 project sites. Through September 2011, more than 94,000 children, teens, and adults have benefitted from our patented methodology. Read Right has been used successfully with all categories of students, including those enrolled in Title 1 programs, special education programs, English as a second language programs, and with students classified as dyslexic, ADD/ADHD, and learning disabled (autism spectrum disorders, Tourettes, severe stuttering, and Down syndrome). Children, teens, and adults from all walks of life have become excellent readers through Read Right.

Read Right was developed by Dee Tadlock, Ph.D.  A summary of Dr. Dee's work and Read Right's development: 

  • 1963: Bachelor of Arts Degree in History 
  • 1963: Inducted into Phi Beta Kappa
  • 1964-1966: Peace Corps Volunteer in India
  • 1967: Bachelor of Arts Degree in Education
  • 1969: Master of Arts Degree
  • 1978: Doctor of Philosophy in Education with a major in Reading and a minor in Curriculum Development
  • 1978: Son develops a significant reading problem
  • 1978-1981: Conducts intensive work synthesizing information from scientific studies on brain plasticity, reading theory, learning theory, language acquisition theory, and more
  • 1981: As a result of the intensive work, Dee develops a new, comprehensive system of tutoring to address reading problems. The methods eliminate her son's reading problem in three months
  • 1981: Begins work to field test the new methodology in the classroom with a variety of age and demographic groups (Elementary, secondary, community college, and adult basic education. K-12 field testing includes special education and Title I students. K-12, college, and adult basic education students include English Language Learners)
  • 1986: Theoretical constructs underlying her methodology are published in a 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.)
  • 1990: Contracted by Simpson Timber Company to create workforce literacy program using the Read Right Intervention Program
  • 1991: In September, founds Read Right Systems, Inc. in order to create a corporate framework that will facilitate expansion to other companies, schools, colleges, and organizations. Initial focus is on industry. Corporate clients include Boeing, Weyerhaeuser, Georgia Pacific, Ford Motor Company, Motorola, Hewlett Packard, Johnson & Johnson, Procter & Gamble, Merck, International Paper, and more.
  • 1994-2000: Contracted by Motorola and Procter & Gamble to use Read Right methodology to establish English as a Foreign Language programs in China for plant managers, secretaries, and some front-line workers so that native Chinese speakers learn to both read and speak in English in order that communication among Asian facilities can occur in a common language
  • 1995: Named "Best Program Available" for workforce reading improvement by a task force composed of Hewlett Packard representatives from facility sites throughout the United States
  • 1995-present: Recruited by a school district to return to K-12 education; school and district clients grow from one to hundreds of schools
  • 1998: Began development of comprehensive manuals for the Read Right Intervention Program for tutors, trainers, and consultants, laying a foundation for consistent replication and widespread implementation
  • 1999: Receives Saskatchewan Labour Force Development Board’s Training in Excellence Award
  • 2000: Receives the Sales Association of the Paper Industry Literacy Achievement Award
  • 2001: Litzenberger studies establish that Read Right methodology, as replicated by teachers and aides in classroom settings, produces rapid gains for elementary, middle, and high school students (Litzenberger J, 2001a: Reading Research Results: Using Read Right as an Intervention Program for At-Risk 10th Graders; Litzenberger J, 2001b: Reading Research Results: Using Read Right as an Intervention Program for Elementary and Middle School Students.)
  • 2004: Academic monograph presenting the science underlying Read Right methodology is completed: Interactive Constructivism and Reading: The Nature of Neural Networks Challenges the Phonological Processing Hypothesis. The paper is submitted to academic journals for peer review and is rejected for publication. Feedback from journal editors indicates that the paper can not be published (in parts or as a whole) because Read Right Systems, Inc. is a private company.
  • 2005: After a thorough review, the United States Patent Office grants Dee and Kyle Tadlock a patent for their unique and innovative tutoring system
  • 2005: McGraw-Hill publishes trade book for parents: Read Right! Coaching Your Child to Excellence in Reading by Dee Tadlock, Ph.D.
  • 2005 to present: Recruited to begin work with Community Colleges
  • 2005-2009: Development of Primary Core Curriculum for Grades K-3
  • 2006: Nominee, Brock International Prize in Education; places third out of nine nominees
  • 2006-2007: Beta testing for Read Right Primary Core Curriculum
  • 2010: Independent research firm (Education Northwest) receives a contract from a private foundation to conduct a controlled study of the Read Right Intervention Program, as replicated by classroom teachers and aides in middle and high schools. Results document "significant positive effect" (effect size: .23 with a probability that results were achieved by chance of p=.000) after just one semester with an average of 18 hours of tutoring.
  • 2010: Education Northwest is awarded a $1.2 million contract by the same foundation to conduct a longitudinal study of the new Read Right Primary Core Curriculum for Grades K-3
  • 2010: Read Right's new Online Tutoring Service is developed and launched. Read Right tutoring becomes available to anyone, virtually anywhere, via Online e-conferencing technology.
  • 2010: Read Right Systems applies to be included on the federal Response to Intervention List  (December 2010)
  • 2011: Read Right Systems is informed that Read Right methodology will be included on the Response to Intervention List (the updated list will be published in June 2011)
  • 2011: Read Right Systems celebrates its 20th Anniversary. Congratulations Read Right!