News

Transforming Students Into Readers: Read Right Offering Results

November 17, 2008

Read Right offering results. Alissa McCoy never liked to read. Here yes moved across the words on the page, but by the end of the paragraph she had already forgotten the content.

Then at the beginning of the year, a teacher suggested she attend a literacy program called Read Right. The program is new in the La Conner School District, but students and parents already are reporting strong returns.

For McCoy, the results are dramatic. “Since I started I’ve read, like, five books, and I usually don’t ever read books,” McCoy, 16, said. “We have to have a reading requirement for English class, so it’s helped me with that too.” Read The PDF

Native Students: Program Puts Kids On Track to Graduate

October 15, 2008

By Todd Fredson and Clyde Naasz
Standing Rock Sioux Indian Reservation, North Dakota

Graduation Rates Climb Rapidly—Unique Reading Program Solves the Most Difficult Reading Problems.

“When we first brought Read Right in, a little over 1300 books were checked out from the High School library. Last year, a little over 2300 books were checked out. This year 4,660 books have been checked out!” reports Clyde Naasz, Assistant Superintendent of Standing Rock Community Schools in Ft. Yates, North Dakota.

Naasz has also seen a dramatic increase in high school graduation rates. He believes there is a direct connect ion between the increase in the number of students graduating and Read Right, the innovative reading intervention program implemented three years ago. In 2004 -05, 32 students graduated from the high school, and in 2005 -06, 44 students graduated. In the 2006 -07 year, Standing Rock High School graduated 59 students. Naasz says that while many reading programs say they’ll advance kids a grade level or two, he’s seen students in Read Right advance as much as 4, 5, or even 6 grade levels in a single school year.

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Reading Scores Are Wonderful: Interview with Joan Leach

January 16, 2008

“Our reading scores are wonderful, and our superintendent loves it” exclaims elementary principal Joan Leach.

Leach and her team transformed Raymond Elementary School into a 2007 Washington State School of Distinction. This award is given to schools that have improved the most in reading and math on the Washington Assessment of Student Learning (WASL) test. Even though 68% of students in the school qualify for free and reduced lunch, an impressive 92% of 4th graders passed the reading portion of the WASL in 2007. (The state average was 37% free and reduced and 77% passing.)

Principal Leach credits Read Right, a new constructivist reading intervention program, for the dramatic turnaround of students’; reading abilities and the consequent transformation of her school. “We absolutely adore this program. It works!! My teachers are feeling good because they see kids being successful. It’s nice to see real growth.”
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Raymond Reads Right

April 18, 2007

By Anne Radford, Daily World Writer

Last fall, 13-year-old Nathan Crawford didn’t like to read in front of his class. Now the sixth – grader doesn‘t hesitate to hop out of his seat.

In her social studies class, 11 -year -old Kandi Stigall had a hard time understanding her textbook. Almost a full year later, the fifth -grader says she is the first person to raise her hand with an answer.

Both Raymond Elementary School students have worked hard to improve their reading skills with the help of a district -wide reading intervention program called Read Right.

“There has been amazing growth in kids we just could not get to read,“ says Superintendent Steve Holland, noting that at a recent School Board meeting Elementary School Principal Joan Leach brought a tape of a student reading. “It’s just incredible. You listen to him and you can’t believe it’s the same kid.” Read The PDF

Longitudinal Study: Third-Party Study Shows Gains are Permanent

January 18, 2007

Longitudinal Study Shows Read Right Gains Are Permanent Elementary and middle school students with mild to severe reading problems can become excellent readers and retain the improvement over time when teachers and classroom aides provide them with Read Right tutoring, a long-term study shows.

The special grant-funded study was conducted at Union Gap School in central Washington, a K-8 school of about 600 students. Results of the study were presented by Union Gap teacher and Read Right program site coordinator Faye Fulton at the international Rodin Remediation Conference in Washington D.C. in October. Read The PDF