Read Right

IS READING TAUGHT WRONG?
The answer: YES!!!

Welcome to Read Right Systems–the only company in the U.S. willing to state that reading instruction is the reason two-thirds of ALL American students read at a basic level or below (source: National Assessment of Educational Progress, 2002 to present). National data documents that most American students struggle with reading!

If you’ve encountered this problem, you’re not alone.

In business, sports, and any other field, failing data is unacceptable. When a Company President or an NFL football coach cannot produce a winning team, what happens? She or he is fired. If the next president or coach doesn’t meet the goal, the firing continues until a highly effective leader or coach transforms the business or team.

Read Right methodology is highly effective because we reject the failed methods widely promoted by the modern-day “coaches” of reading instruction: education scientists. Compare their approach to Read Right:

THE “SCIENCE OF READING” recommended by U.S. Education Scientists for Early Reading Instruction, Year 2000 to present.

Grounded in and consistent with mid-1800s education ideas related to the use of phonics & decoding to identify individual words:                    
READ RIGHT METHODOLOGY developed by learning theory and reading expert Dee Tadlock, Ph.D., 1982 to present.

Grounded in mid-1900s to present ideas about what the brain must do to construct neural networks for excellent performance:  
THEORY: All children must be explicitly taught five separate skills to become successful readers. When children master all five skills, they’ll become successful readers. However, if children are not first proficient in phonemic awareness, phonics/decoding, and individual word naming, they will develop reading problems. When reading problems emerge, students must be re-taught the five skills until they “get it,” beginning with the two skills associated with word naming (phonemic awareness and phonics/decoding). Struggling readers may require re-teaching throughout their school careers.  

NOTE: Ironically, the above premise completely contradicts the “Science of Reading,” as stated in the 450+ page Report of the National Reading Panel. Succinctly, Chapter 2, Page 94, states: “HOWEVER (caps added), phonics instruction failed to exert a significant impact on the reading performance of low-achieving readers in 2nd through 6th grades.”

Under the “Science of Reading”:

TWO OUT OF THREE AMERICAN STUDENTS LEAVE K-12 EDUCATION WITH READING PROBLEMS (“Basic” or “Below Basic” reading ability). The majority are not leaving with “Proficient” or “Advanced” reading skills!    



     

THEORY
:
Reading cannot be explicitly taught because reading is a highly complex “how to” thing that must be figured out by the implicitly operating brain. If you doubt this, consider the following: Every year, about 1% of American children ages 4, 5, and 6 figure out the complex process of reading on their own, without formal reading instruction and without ever being directed to decode every word. To learn more, here is an article on “precocious readers”.

THIS IS IMPORTANT BECAUSE PRECOCIOUS READERS WHO READ EXCELLENTLY FROM THE BEGINNING NEVER DEVELOP READING PROBLEMS!


Read Right Developer Dee Tadlock has successfully identified what the implicitly-operating brain needs to figure out how to make excellent reading happen, even after mild to severe reading problems emerge (including dyslexia).  

Under Read Right Methodology:

EVERY STUDENT WHO BECOMES AN AUTHENTICALLY EXCELLENT READER THROUGH READ RIGHT REMAINS AN EXCELLENT READER FOR LIFE
(the only exception: an injury or illness acquired later in life that causes measurable brain damage). Why for life? Because the neural network the brain builds for reading excellence through Read Right, guides the process permanently. Once a student becomes an excellent reader, reading remediation is never needed.

Here is an example of the human brain’s ability to “read” through integration of multiple brain systems in service to the creation of anticipatory sets. Note that a MINIMAL amount of stable phonics information (letters that represent primarily one sound) is provided, but the brain can still read the sentence with the available information through the implicit act of “anticipating meaning.” 

One context clue sets the brain’s naturally-occurring “Anticipatory Systems” in motion!

The sentence below is about PETS:

        M_     d_ _       l_ _ _ _      t_      b_ _k      a_      m_      c_ _.

Struggling readers are not “broken.” Instead, the way reading is taught in America is wrong.

Read Right Systems has documented through decades of case studies; independently created and collected school data; and third-party controlled research that Read Right methodology works rapidly to improve reading ability, without ever asking students to decode a single word. Because our methods are impressively effective, the way reading is taught in schools today must be wrong. Schools are told they MUST follow the Science of Reading, which builds on a foundation of decoding and word naming. Read Right methods reject decoding and individual word naming as foundational reading strategies–and, in doing so, produce a majority of students who read excellently (defined as reading that is always fully comprehended as long as the vocabulary is known and sounds just like natural speech when performed aloud). Read Right is the right path to Proficient and Advanced reading ability.

Join us! We all want the same thing: Reading success for every child, teen, and adult. Read Right delivers this in new and exciting ways!

EXPLORE THIS WEBSITE TO LEARN MORE:

Non-Reader Into Successful Reader

Above: This video from our Read Right library will show you the “before” and “after” power of Read Right Tutoring for Reading. Throughout their reading intervention experience, struggling readers focus on comprehension. They are never asked to decode individual words because doing so violates the human brain’s limitations on short-term/working memory.

Young Children Can Learn To Read Easily

Excellent Reader at Age 6: Ray’s parents followed Read Right methodology for early reading development from the day he was born (see “Read Right! Coaching Your Child to Excellence in Reading” by Dee Tadlock, Ph.D., New York: McGraw-Hill, 2005). Without any formal reading instruction, Ray started reading on his own before he started kindergarten. His school tested him and discovered that, at age 5, Ray was already reading at an upper first/lower second grade reading level. Read Right methodology is powerful for both early reading development and fixing reading problems at any age or level of disability (including dyslexia).