A Truly Innovative Reading Solution

Evidence of Effectiveness

Read Right is Based in Brain Science & Validated through Research 

If you would like to know more about the science underlying Read Right methodology, we recommend two publications by Dee Tadlock, Ph.D:

  • Read Right! Coaching Your Child to Excellence in Reading, McGraw-Hill (2005)

Read Right Studies and Other Recognition

 

Examples of the Scientific Bases Underlying Read Right's Methods

Independent, Controlled Research:

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

Findings: Read Right methodology demonstrated "significant positive effect" in a controlled study involving 400+ middle and high school students. Researchers measured an average effect size of .23 after an average 18 hours of Read Right tutoring delivered during one semester (the probability that the results were achieved by chance: p=.000). African American students measured even greater gains: .34 with a probability of p=.007.

Research is Highly Rated by the National Center on Response to Intervention:
Education Northwest's independent study examining the effectiveness of Read Right methodology was reviewed in 2011 by experts at the National Center on Response to Intervention. The experts found the research to be reliable and of high quality. Examine the ratings here.

Read Right Out-Performs Striving Readers Projects
Researchers prefer effect size as a measure because effect sizes can be compared from study to study. In an examination of effect sizes, Read Right tutoring out-performed reading programs studied as part of the federal Striving Readers project. Consider this:

  • The best Striving Readers project studied produced an effect size of .29 after one full school year of instruction.
  • The best Read Right school studied produced an effect size of .58—after one semester of tutoring. Read Right received twice the result in half the time.
 

On constructivist theory and implicit procedural learning in children:

Piaget J. (1950): The Psychology of Intelligence. Translated from French: Percy M and Berlyne DE. London: Routledge. Also, Inhelder B. and Piaget J. (1964): The Early Growth of Logic in the Child. New York: Harper & Row.

On children who teach themselves to read through implicit processes before they start formal schooling: Durkin D. (1965): Phonics and the Teaching of Reading. 2nd Ed. New York: Bureau of Publications, Teachers College, Columbia University.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Third Party Studies:

  • Litzenberger J (2001a): Reading Research Results: Using Read Right as an Intervention Program for At-Risk 10th Graders (final report available)
  • Litzenberger J (2001b): Reading Research Results: Using Read Right as an Intervention Program for Elementary and Middle School Students, a Longitudinal Study (final report available)
  • Fulton F (2007): Woodcock Reading Mastery Tests: A longitudinal study (Elementary & Secondary), a poster presentation accepted for and presented at the Rodin Remediation Conference at Georgetown University

Publication in 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.

Additional citations:

  • Tadlock D "Cognitive Structures and Learning to Read," in ERIC (ED 185 501), February, 1980.
  • Tadlock D “Growing a Literate Workforce, Simpson Reads Right,” Target—The Periodical of the Association for Manufacturing Excellence, Volume 8, Number 3, May/June, 1992, 7-14.
 

Citing research supporting brain "plasticity" (our innate ability to change performance by remodeling neural networks):

  • Hebb DO (1966): A Textbook of Psychology. Philadelphia: Saunders
  • Allman WF (1989): Apprentices of Wonder: Inside the Neural Network Revolution. New York: Bantam Books
  • Johnson G (1992): In the Palaces of Memory. New York: Vintage Books
  •  Ratey JJ (2001): A User's Guide to the Brain: Perception, Attention, and the Four Theaters of the Brain. New York: Pantheon Books
  • Schwartz JM and Begley S: (2002). The Mind and the Brain: Neuroplasticity and the Power of Mental Force. New York: Regan Books/Harper Collins
  • LeDoux J (2002): Synaptic Self: How Our Brains Become Who We Are. New York: Penguin Books

 

 

 

 

 

Cited as Effective in Secondary Reading Research:

  • 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.
  • Found effective through independent, gold standard research by Education Northwest, formerly known as the Northwest Regional Educational Research Laboratory.

ALSO:

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

Awards for Read Right’s Work with Schools & Corporations:

  • 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.
  • Sales Association of the Paper Industry Literacy Achievement Award, March 2001 (Awarded in recognition of the fact that 3 out of 5 paper companies receiving the award in recent years were implementing Read Right projects. 
 

On brain research examining neural activation patterns associated with word identification and/or sentence reading:

  • Carpenter PA, Just MA, Keller TA, Eddy WF, Thulborn KR (1999): Time course of fMRI-activation in language and spacial networks during sentence comprehension. Neuroimage 10:216-224.
  • Keller TA, Carpenter P.A, and Just MA (2001): The Neural Bases of Sentence Comprehension: A fMRI Examination of Syntactic and Lexical Processing. Cerebral Cortex 11 (3): 223-37.
  • Price CJ, Winterburn D, Giraud AL, Moore CJ, Noppeney U (2003): Cortical Localization of the Visual and Auditory Word Form Areas: A Reconsideration of the Evidence. Brain and Language 86 (2): 272-86.
  • Price CJ and Devlin JT (2003): The Myth of the Visual Word Form Area. NeuroImage 19, Comments and Controversies, (473-81).
  • Vandenberghe R, Nobre AC, Price CJ (2002). The Response of Left Temporal Cortex to Sentences. Journal of Cognitive Neuroscience 14: 550-60.
  • Constable RT, Pugh KR, Berroya E, Mencl WE, Westerveld M, Ni W, Shankweiler D (2004): Sentence complexity and input modality effects in sentence comprehension: an fMRI study. Neuroimage 22 (1): 11-21.
  • Lee D and Newman SD (2009): The Effect of Presentation Paradigm on Syntactic Processing: An Event-Related fMRI Study. Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN.

 

 

 

Record of Replication:

The Read Right program has been well tested with projects implemented at over 587 sites in 44 states, China, and Canada with more than 4,413,300 hours of tutoring to date. It has been used successfully with over 109,900 students, including students classified as dyslexic, ADD, or learning disabled, as well as Title I students, ESL students, and other “non-labeled” students with reading problems. Projects have included adults (college, community-based, corrections, and workforce literacy) and children and teens of all ages, K-12.

 

 

 

   

Other research on related areas of brain function:

  • Turkeltaub PE, Weisberg J, Flowers D, Basu D, Eden G (2005): "The Neurobiological Basis of Reading: A Special Case of Skill Acquisition," In: Catts, H., & Kahmi, A. (Eds.) The connections between language and reading disabilities, pp103-130. Mahway, NJ: Erlbaum. 
  • Lavigne F, Lavigne P (2000): "Anticipatory Semantic Processes," International Journal of Computing Anticipatory Systems, Volume 7.
  • Newman SD, Ikuta T, Burns T (2010): The effect of semantic relatedness on syntactic analysis: An fMRI study. Brain and Language 113 (2), 51-58.