Read Right

Five Exciting Ways READ RIGHT is Different

Read Right is not like any other reading program for both early reading development and reading intervention. Read Right’s one-of-a-kind methods apply these discoveries:

1. MOST READING PROBLEMS ARE CAUSED BY WORD-LEVEL READING (too much emphasis on individual letters and sounds associated with individual word recognition!)

In the Year 2000, the National Reading Panel (source of the “science of reading”) acknowledged they didn’t know how much intensive, systematic phonics instruction children need to become readers, nor did they know how much phonics instruction might be too much (see Report of the National Reading Panel, Chapter 2, Pages 94-96)!

Since 2002, most schools have used intensive phonics in K-3 to help children become readers. If your child has been labeled “dyslexic” or “at risk” for dyslexia, IT MAY NOT BE DYSLEXIA AT ALL. It could be “pseudo-dyslexia”–or, struggles with reading that are caused by how your child learned to read in the first place. Read Right students come to us with mild to severe reading problems. Often, participation in Read Right fixes the problem quickly! Read Right works with the small percentage of students who may actually have dyslexia, too! We know these students well. It takes them longer with Read Right methods—but most still become successful readers!

2. READ RIGHT IS THE BEST SOLUTION FOR BOTH NEW AND STRUGGLING READERS. Read Right students need to be able to immediately recognize only the sounds represented by the 15 stable letters of the alphabet (b, d, f, h, j, k, l, m, n, p, r, s, t, v, and w) to be ready to work with text and become EXCELLENT readers. These letters are “stable” because they make primarily only one sound.

If intensive phonics instruction prevented reading problems from forming, the United States would have observed a dramatic decline in the emergence of reading problems from 2002 (the year that No Child Left Behind legislation first funded the phonics-oriented national Reading First Initiative) to present. This HAS NOT OCCURRED! Thirty years of data produced by the National Assessment of Educational Progress or NAEP has documented mediocre reading achievement for decades.

Read Right has been helping new and struggling readers become EXCELLENT readers for 40 years! There is nothing like it. Try it FIRST before you try anything else.

3. READING PROBLEMS HAVE BEEN COMMON FOR DECADES because advocates of intensive, systematic phonics instruction will not look at recent brain science for BETTER ANSWERS.

The National Reading Panel acknowledged they couldn’t define “intensive phonics.” However, advocates of intensive, systematic phonics have morphed that finding into the belief that every child and struggling reader must be able to immediately recall the 44 English-language phonemes. In truth, there are 350-plus PHONICS RULES that apply to the 26 letters of the English alphabet—plus English’s multitude of letter combinations! Can you or your child remember and apply 350-plus phonics rules? The complexity of our language has to be at least part of the reason that the National Reading Panel acknowledged that they do not know how much phonics knowledge is “enough”! Read Right does know! Read on for more!

4. IMMEDIATE RECALL OF ESSENTIAL PHONICS INFORMATION IS NEEDED TO READ. But Dee Tadlock’s Read Right methodology has proven again and again that to be successful, learners need to know only the 15 stable consonants used in combination with the brain’s naturally-occurring anticipatory systems—which, by design—seek and integrate ALL information the brain needs to make sense of reading. This includes:

The Explicit Aspects of Reading Development
(With the right methods, each of these can be explicitly taught–quickly and easily!)

  1. All declarative knowledge–or things we can readily state as facts. This includes the sounds represented by the English-language alphabet.
  2. We read from left to right.
  3. There is a 1-to-1 correspondence of words on the page to how we speak.
  4. The essential purpose and use of punctuation is to assist the reader in the construction of meaning. Punctuation contributes to the meaning of printed language.

The Implicit Aspects of Reading Development
(Some things cannot be explicitly taught. The neural activity is complex and the brain does the work without our conscious awareness.)

a. All “how to” things are figured out implicitly—how to crawl, walk, talk, play a sport, and even read. The reading field has never addressed the implicit aspects of reading development!

b. All “how to” things require implicitly-operating procedural learning: This is a specific process the brain uses to figure out how to achieve an objective. From the beginning, the reading field focuses student attention on sounding out and otherwise identifying individual words. On the surface, it seems logical. However, the activity typically produces broken and awkward reading at first that is totally disconnected from the construction of meaning. This is where reading problems begin to form! Read Right methodology focuses student attention on figuring out how to produce excellent reading each and every time reading is engaged from the beginning! This prevents a reading problem from forming in new readers—and corrects reading problems for readers who are already struggling. It works for mild to severe reading problems, including dyslexia.

c. Proper integration of information from the brain’s complex memory systems is essential for reading excellence. Presently, “reading science” only focuses on the DECLARATIVE memory system, including immediate memory, short-term or working memory, and long-term memory. Additionally, intensive phonics advocates are focused SOLELY on the information associated with the sounds of speech (“b” says “buh,” “k” says “kuh”). They do not address the vast amount of declarative knowledge that every reader must access and integrate using IMPLICITLY-OPERATING BRAIN SYSTEMS. This includes knowledge of the subject matter (e.g., dogs bark, ducks quack, and everything else we know from life experiences) and the unique structure of the English language. Read Right does! Read Right’s highly structured methods compel new and struggling readers to seek and integrate all knowledge that is needed to make sense of text. When brand new readers figure out how to read this way, THEY NEVER DEVELOP A READING PROBLEM. Remarkably, struggling readers can overcome their reading problems with Read Right’s methods that compel the brain to figure out the highly complex work.

5. DEE TADLOCK CORRECTLY ALIGNED ALL OF THE EMERGING BRAIN SCIENCE 40 YEARS AGO INTO ONE METHODOLOGY that helps new readers become excellent readers from the beginning and successfully addresses most reading problems.

How can one method be so effective?

a. Read Right methods result in individualized guidance for EVERY student because the needs of the student guide EVERY tutoring interaction!

b. Every Read Right student starts where they need to start: Non-readers must learn to immediately recall the 15 stable consonants of the alphabet and their associated sounds before they begin tutoring in published stories and books. Struggling readers start at a level that is not extremely challenging for them even though their oral reading displays symptoms of the reading problem.  

READ RIGHT METHODOLOGY DOES REFLECT FINDINGS ASSOCIATED WITH THE “SCIENCE OF READING”—but not the way that advocates of intensive, systematic phonics claim is necessary for early reading development.

Why is this important?

  • For new readers, moving students quickly from immediate recall of the sounds made by the 15 stable consonants to working with books and stories ensures that over-emphasis on phonics and decoding will not impede reading development.

  • For struggling readers, moving them straight into working with books and stories provides the right environment to help them overcome the harm caused by over-emphasis on word-level reading.

  • The authors of the “science of reading” (the National Reading Panel) found that “oral reading” activities are highly effective for the development of both fluency AND comprehension. Read Right methods impose a standard of oral reading excellence each and every time a reader reads as the continuous measurement for student progress. Significantly: Continuous measurement is ALSO recommended by the National Reading Panel!

  • Achieving reading excellence is easier for new readers to experience than it is for struggling readers. Read Right methodology uses unique strategies to help struggling readers overcome the struggle. The core strategy was patented by the United States Patent Office in the late 1990s. It is the “engine” underlying Read Right’s unusually powerful methods!

The treatment of “dyslexia” is now being promoted as a “trillion-dollar” business world-wide. Read Right’s objective is to end reading problems for EVERY child, teen, and adult. We want to put most “dyslexia” companies out of business by demonstrating that most dyslexia is NOT dyslexia at all.

Give Read Right a try for mild to severe reading problems or for those who have not yet begun the process of learning to read. You will not be disappointed!

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: Very young children can learn to read excellently from the beginning when the methodology is right. Ray Nunn’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). Ray, pictured in the upper right corner, became a successful reader before starting kindergarten. In October of his kindergarten year, he tested at an upper first/lower second grade reading level. He spent Grade 1 at home, due to the COVID Pandemic. Then, in October of his Grade 2 year, testing revealed he was reading at a Grade 4 level. Seven-year-old Ray accomplished this without EVER being asked to decode a single word during his early reading development. Read Right methodology is powerful for both early reading development and elimination of reading problems.