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History
Read Right Provides Highly Effective Reading Instruction
Most reading programs focus on "basic skills" and expect slow, incremental improvement. Read Right is refreshingly different. Our methods for reading intervention and early reading instruction are founded in a comprehensive and complete view of what is required for excellent reading ability to develop—and this view is grounded in solid brain science. Our methods seek to produce children who read with authentic excellence from the beginning or, in the case of struggling readers, eliminate reading problems at the source: the neural system guiding the reading process. 
Read Right methodology was not developed in a university or commercial lab. It was developed by a classroom teacher after she earned a Ph.D.—and after instructional practices and reading interventions that she had been told would correct reading problems proved ineffective to help both her students and her own son. About 30 years ago, when reading interventions that are still used in classrooms today failed to do what they were supposed to do, Dee Tadlock spent three years analyzing and synthesizing scientific findings from reading theory, learning theory, information theory, language acquisition theory, cognitive psychology (particularly Jean Piaget’s interactive constructivist model of learning), neuro-psychology, neuro-biology, and more, all with the hope of explaining why reading intervention programs were so frequently ineffective with struggling readers. This included an examination of what was a relatively new concept at the time: brain plasticity. From this work, Dr. Tadlock concluded that conventional views of reading were overly focused on the explicit aspects of reading (specifically, the words on the page), rather than the implicit processing that the brain must do to construct meaning from text (the complex "symphony" of subconscious neural activity that must occur for excellent reading to be produced each and every time a reader reads).
What is "excellent reading?" In the Read Right view, it is reading that always feels comfortable, sounds like conversational speech, and results in accurate understanding of the author's message. It requires the implicit coordination of multiple brain systems and integrated neural activity. In essence, it is efficient and accurate complex cognitive processing with printed text. From this understanding, Dr. Tadlock developed highly structured methods for transforming students of all ages (children through adults) into excellent readers.
Today, her methods have been validated through independent, gold-standard research (randomized and controlled). The Read Right Reading Intervention Program is used by hundreds of classroom teachers and aides, college instructors, corrections educators, workforce development instructors, and others. Read Right's Primary Core Curriculum is presently the subject of a five-year $1.2 million controlled study funded by a private foundation and conducted by a non-profit research organization. In 2010, Read Right Systems, Inc. introduced live, interactive Online Tutoring through the convenience of video conferencing technology, making expert tutoring to improve reading ability available virtually anywhere that webcam and Internet technology can be used. Because of this, Read Right tutoring is now available in most locations.