Revolutionary reading success for 40+ years

Native Peoples Success with Native American, English Language Learners, and Minority Students

Read Right’s success with all kinds of students—30+ years and counting!

For decades, Read Right methodology has consistently produced rapid growth in reading ability for student populations with specific needs. That’s the beauty of Read Right. Populations with specific needs are commonly labeled “at risk,” but the risk is typically associated with poverty and/or language limitations. If your school or organization serves a population negatively impacted by poverty, Read Right is the right reading program for you!

Read Right Primary Core Curriculum

Reading is a process. As such, it requires procedural learning. When children learn how to do any process (e.g., how to walk, talk, ride a bike, etc.), they gradually build a neural network to guide the particular process they are learning. Reading is no exception: When children learn how to read, they build a network in their brains to guide the reading process. The Read Right Primary Core Curriculum is designed to ensure that every student builds a reading network for proficient and above reading ability. This means the neural system they build for reading operates efficiently and effectively from the beginning. As long as the environment and reading experiences are consistent, they never struggle with reading and they never need reading intervention as they move from grade to grade.

Read Right Reading Intervention Program

Reading problems are caused when students construct a faulty neural network to guide the process of reading. Grounded in Piaget’s theory of interactive constructivism, the Read Right Reading Intervention Program relies on the plasticity of the brain to remodel the neural circuitry that is operating inappropriately. Even the most challenged students are quickly transformed from poor readers to excellent readers—in a matter of months, not years! This includes individuals with specific learning disabilities: dyslexia, ADD/ADHD, and more.

Benefits for the Student

  • Provides quick, significant, and permanent improvement
  • Transforms poor readers to excellent readers
  • Builds positive self-esteem
  • Restores hope and confidence; expands student potential
  • Establishes a solid foundation for academic success
  • According to the schools we serve, all of the above significantly reduce behavior problems.

Benefits for the School

  • Diminishes staff frustration by providing an effective tool to help students succeed
  • Generates noticeable results for children and teens, delighting family members
  • Helps meet Federal guidelines and close the achievement gaps

Successful Projects Have Been Established in:

  • Schools with large Native American and First Nations populations: Tribal schools; BIE schools; public schools on reservations; and urban, suburban and rural schools serving Native American and First Nations students.
  • Schools serving English Language Learners: Read Right is highly effective with ELL students because the methodology simultaneously focuses on English language speaking and reading skills. As a resulty, ELL students simultaneously improve in both English language speaking and reading.
  • Schools serving Minority populations: The “achievement gap” is caused by flawed reading theory, not poverty. We know this with certainty because Read Right methodology has successfully transformed schools with diverse populations into schools with reading scores above state averages.

To request Read Right program data for specific populations or for information about staff training for an on-site Read Right program Contact Us or call (360) 427-9440 (PST).

When I read I feel different; I feel that it is easier. I don’t struggle to read each word. I simply look at text, and it seems like text is talking to me. It flows in a line of thought; as a result it is much easier to understand. It doesn’t feel to me as though I am reading, it sounds. . . I don’t know how to explain it. Maybe it is like reading someone’s thoughts. It’s not about the text; it’s all about meanings and I think I just get the meanings.

— Student, Spokane Falls Community College, Spokane, WA —