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Data
Rapid Gains for Middle School and High School Students
The average rate of advancement for 2,915 secondary students tutored in Read Right during the 2008-2009 school year was 22 hours of tutoring per grade level gained. Details, disaggregated by middle schools and high schools, are shown in the charts below.
Permanent Gains
The gains achieved in Read Right are a result of physiological changes made by remodeling the neural network that guides the process of reading. Because of this, the gains are permanent. Regression will not occur during extended vacation periods. Once the remodeling is complete, students keep advancing in their abilities to think critically about the text, which results in continuously improving scores on reading tests—even after the remediation is complete.
2008-2009 School Year Results for 58 Middle Schools
The first chart below indicates that 1,606 middle school students registered an average grade level gain of 1.9 on the Gates MacGinitie Reading Tests, Comprehension sub-set in an average of 42 hours of small-group tutoring in the Read Right intervention program. The second chart displays the Normal Curve Equivalency (NCE) Gain* for the same students.
Middle School Students Grade-Level Gain |
Middle School Students NCE Gain  |
“We’re seeing an increase across the board in academics. This year we had a 58% reduction rate in failure for the first semester, and I have nothing else to attribute it to other than Read Right.” Anita Harkins, Principal, Norris Middle School Omaha, NE |
2008-2009 School Year Results for 64 High Schools
The first chart below indicates that 1,309 high school students registered an average grade level gain of 1.9 on the Gates MacGinitie Reading Tests, Comprehension sub-set in an average of 42 hours of small-group tutoring in the Read Right intervention program. The second chart displays the Normal Curve Equivalency (NCE) Gain* for the same students.
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High School Students Grade-Level Gain  |
High School Students NCE Gain  |
“I have been in education for close to thirty years, and in all those years I’ve never seen anything that works so well AS Read Right. I believe that these kinds of results are what we all hoped for when we went into education—that we would have something that would make a big, long-lasting difference in kids’ lives. I think that’s why I knew we just had to have the Read Right program.” Marsha Hanson, Principal, Manson Secondary School, Manson, WA |
*Interpretation of Normal Curve Equivalent (NCE) Scores:
An NCE gain of 0 means that the student held his own in the norming population—he didn’t get further behind, nor did he make any progress in closing the achievement gap. Thus, small NCE gains can be significant.
Borman, Hewes, Overman & Brown (2003) have defined a gain of 1.9 to 3.2 NCE in one school year as “meaningful.” Read Right results for combined secondary projects during 2009 reflect NCE gains that are more than three times what is considered meaningful—and they were obtained with only 42 hours of tutoring on average.
A Longitudinal Study of Secondary Students Tutored in Read Right
The data below comes from a longitudinal study conducted by Union Gap School District, Union Gap, Washington. It shows that middle school students gained an average of 4.1 grades during Read Right tutoring and when retested three years later, with no additional reading intervention, were still performing above grade-level. The chart presents the data in Grade Equivalency scores, in Normal Curve Equivalencies (NCE) scores, and in National Percentile Ranking (NPR).
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Average hours of Read Right® tutoring: 88 |
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