TABLE OF CONTENTS Important Considerations .............................................................2 What Can Read Right Do for Education?.............................................3 What Can Read Right Do for Special Populations?..................................4 About Read Right........................................................................5 Fundamentally Different Assumptions ...............................................6 Assumption 1: The Source of Reading Problems ...........................6 Assumption 2: Implicit Learning vs. Explicit Instruction .................6 Assumption 3: The Main Event of Reading ..................................7 Read Right is Highly Effective.........................................................8 Read Right’s Effectiveness Validated By Research.................................9 Read Right’s Effectiveness Validated by Pre-/Post-Evaluation .................10 (Elementary, Middle/Junior High, and High School Regular & Special Education)
Other Evidence of Effectiveness.....................................................12 (ELL, College, Workforce Literacy, English as a Foreign Language, Corrections)
Fields of Inquiry Supporting Read Right Methodology............................13 Product & Program Offerings ........................................................14 Why Invest Time or Resources in Read Right?.....................................17
Contact: info@readright.com l 360.427.9440 Read Right Systems, Inc. 310 W. Birch Street, Shelton, WA 98584 www.readright.com
Important Considerations Findings from a federally-sponsored study point the way to the future of effective reading instruction and effective reading intervention. Significantly: the future likely does not rest with conventional reading theory of the last decade. The future likely rests with a broader scientifically-based view of brain functionality. In 2008, the U.S. Department of Education released the results of a comprehensive examination of Reading First,1 a $7 billion national effort to improve reading instruction in America’s schools. In spite of the hard work and focused effort invested by teachers, researchers found that it did not work to improve comprehension—the foundational skill associated with reading. The study found: • “Reading First produced a positive and statistically significant impact on amount of instructional time...” (focused on five basic skills: phonics, decoding, word identification, fluency, and comprehension). • “Reading First produced positive and statistically significant impacts on multiple [instructional support] practices...including professional development in scientifically based reading instruction...” • “Reading First did not produce a statistically significant impact on student reading comprehension test scores in grades one, two or three.” The report findings essentially document that teachers did a good job of providing the type of instruction recommended by Reading First (highly focused instruction in the early grades in basic skills). So, why didn’t it work? Recent scientific studies conducted with brain imaging (typically, fMRI) have documented that phonetic decoding and word identification involve significantly different patterns of neural activation as compared to sentence reading.2 It is reasonable to assume, therefore, that because “word identification” and “sentence reading” are neurobiologically different, effective instruction in word identification will not necessarily result in effective sentence reading—an outcome borne out by Reading First’s poor results with comprehension. So, what will work to help our nation provide successful early reading instruction and even effective reading remediation? Emerging scientific evidence suggests that the answer rests with new brain-based thinking. That is exactly what we’ve been working on for 30 years. Our consistent success transforming developing and struggling readers into successful, proficient readers tells us that Read Right is an innovative and effective solution. In June 2010, an independent, gold-standard study3 confirmed what we’ve known for years—Read Right methodology works.
Sources: 1 U.S. Department of Education Institute of Education Sciences (2008), Reading First Impact Study: Final Report, Executive Summary, Page v. 2 Keller TA, Carpenter P.A, and Just MA (2001): The Neural Bases of Sentence Comprehension: A fMRI Examination of Syntactic and Lexical Processing. Cerebral Cortex 11 (3): 223-37. 3 Scott C, Nelsestuen K, Autio E, Deussen T, and Hanita M (2010). Evaluation of Read Right in Omaha Middle and High Schools, Portland, OR, Education Northwest.
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Contact: info@readright.com
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360.427.9440
What Can Read Right® Do For Education? P RESCHOOL
Read Right provides a complete scientifically-based understanding of what is required for excellent reading ability to develop. “I was obsessed with phonics with my kids until I worked with Dr. Tadlock. We (mom and the kids’ teachers) weren’t aware that over-emphasis on phonics and word identification can contribute to reading problems. Everyone needs to know.” Rhonda — Stone, Parent of two who overcame reading problems with Read Right tutoring
E LEMENTARY
Read Right methodology has been applied to both a K-3 Primary Core Curriculum and a Reading Intervention Program. “When I walk into the classroom today, they’re all engaged. They’re engaged in their reading, they’re engaged in their math; they’re engaged in teams and working together. They’re engaged in life. And from that perspective, Read Right has really saved their lives.” —Mark Keating, Principal, Elma, Washington
SECONDARY
The Read Right Reading Intervention Program is one of the first interventions to document “significant positive effect” through independent, gold-standard research. “We have testimony from parent after parent—nothing but Read Right made their kids successful readers.”
—Melinda Reeves, a former Texas High School Principal of the Year
C OLLEGE
We have adapted the Read Right Intervention Program for every age level, including college students and adults. “I can now comprehend what I read, thanks to Read Right. Because I am an excellent reader, I am now doing well in all my classes. This class really helped me a whole lot, and I loved it.”
—Anna, Freshman student,
Ashland Community & Technical College, Ashland, KY
W ORKFORCE L ITERACY
Read Right works quickly to address wide-spread reading problems facing our schools, colleges, AND businesses. “I’ve been told I was stupid, unteachable, you name it. It hurts. I’ve just wanted to feel normal. Read Right gave me a gift, the knowledge that I can achieve my goals”
—Jan T, Age 57, Boeing, Auburn, WA
Advanced 8 grade levels in 60 hours of tutoring
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What Can Read Right® Do for Special Populations? S PECIAL E DUCATION
Many students are in special education because they struggle with reading. Read Right is highly effective with these students. “For many students, solving their reading problems with Read Right tutoring has been a ticket out of special education.”
—Pat Harper, Executive Director of Special Education, Freestone Navarro Bi-County Cooperative (10 independent Texas school districts)
C LOSING A CHIEVEMENT G APS
Transforming students who are struggling readers into competent readers has helped many become successful with state assessments. “I think that Read Right is one of the best and most productive classes I’ve had in school. ...If every school had this program our generation would be better off.”
—Urban High School Special Education Student, Seattle, WA
N ATIVE A MERICAN
Transforming students into competent, confident, and enthusiasitic readers is the core goal of Read Right methodology. “When we first brought Read Right in, a little over 1,300 books were checked out from the (library). Last year, a little over 2,300 books were checked out. This year 4,660 Books have been checked out!” —Clyde Naasz, Assistant Superintendent, Standing Rock Reservation, Fort Yates, ND
E NGLISH L ANGUAGE L EARNERS
Read Right students build English language skills, including vocabulary, language structure, and pronunciation. “For many of my bilingual students, learning to read has been a long, difficult road. Read Right turns all that around. They’re reading at levels they’ve never imagined.”
—Kathryn Yegge, Bilingual Teacher, W. T. Hanes Elementary School, Irving, TX
CORRECTIONS (JUVENILE & ADULT)
Read Right was so effective with incarcerated youth in North Dakota that the state expanded the program to adult prisons. “The Read Right Program taught me how to feel comfortable when I read and helped me to understand the things I read. Read Right gave me confidence. Now, I take pride in reading, and I’m no longer afraid to read when asked.”
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—Lyle, Student, North Dakota Youth Correctional Center
About Read Right® Read Right is grounded in a new, scientifically-based view of what is required for excellent reading ability to develop. The Conventional View:
Reading requires explicit, systematic instruction in basic skills.
The Read Right View:
Reading is a complex and integrated cognitive process performed by the brain. Just as with walking and talking, reading requires implicit procedural learning focused on excellence. In the evidence-based Read Right view, we recognize that reading problems are the result of an erroneously operating neural network built by the learner to guide the reading process. Fix the neural network and you fix the reading problem!
Reading is a complex symphony of neural activity. Excellence in comprehension cannot be achieved one syllable at a time or one word at a time. It requires complex cognitive processing. Based upon this new view, we offer products and services for every stage of reading development and for every age group, preschool through adult: • The book Read Right! Coaching Your Child to Excellence in Reading (McGraw-Hill, 2005) is for parents of children, ages birth to 10 years. It was written by Read Right’s President and Director of Development Dee Tadlock, Ph.D. • The Read Right Primary Core Curriculum is for public and private K-3 classrooms seeking to help children develop reading excellence from the beginning. • The Read Right Intervention Program is for regular education, special education, Tier 2 and 3 readers, and English language learners in elementary, middle, and high schools; colleges; workforce and community-based literacy programs; adult and juvenile corrections; and other programs seeking to help struggling readers rapidly improve. • The Read Right Online Tutoring Service makes our highly structured, effective tutoring methods available virtually anywhere.
Our methods work quickly and efficiently— we invite you to learn more about Read Right.
Contact: info@readright.com
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360.427.9440
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Fundamentally Different Assumptions Underlie Read Right’s Success In 2010, Read Right® methodology was validated to be effective via independent, goldstandard research (information on Pages 8 & 9). This is highly significant, given that Read Right methodology is grounded in fundamentally different assumptions about reading than those that drive national recommendations for reading instruction (Reading First, 2002).
Assumption 1: The Source of Reading Problems The
Read Right View
Neural networks guide all of the processes we perform—walking, talking, reading, bicycle riding, etc. Reading problems are caused when an individual builds a flawed neural network for guiding the integrated process of reading, which requires the coordination of numerous neural systems.
The Conventional View
Reading problems are caused by lack of explicit knowledge in basic skills: phonemic awareness, phonics and decoding, word identification, vocabulary, fluency and comprehension.
“Procedural learning occurs implicitly [below the level of conscious awareness], and can be contrasted with declarative learning, which requires conscious awareness of that which is being learned.” — P. E. Turkeltaub et al. (2005)
Assumption 2: Addressing Reading Problems The
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Read Right View
The Conventional View
Implicit Procedural Learning
Explicit Teaching and Learning
The only way to eliminate a reading problem is to compel the brain to remodel the neural network that, in struggling readers, is guiding the reading process inappropriately. Because all processes are learned and operate implicitly—below the level of conscious awareness—they cannot be explicitly taught. No one has control over or access to what the brain must do to make reading happen any more than they can access or control what the brain must do to make bicycle riding happen. Fortunately, brains are “plastic,” meaning: we can build and remodel neural networks to guide the processes we perform. To eliminate reading problems, the educator must design an environment that will compel the student’s brain to remodel the neural network through experimentation, whereby it figures out all of the implicit aspects of the process. As the brain figures it out, it will begin to produce effortless comfortable reading that sounds like conversational speech with accurate construction of the author’s intended meaning every time it interacts with text.
Teachers must bring students to mastery by explicitly teaching skills and strategies required for successful reading. When students have mastered these discrete skills and strategies, they will have become excellent readers.
Assumption 3: The Main Event of Reading The
Read Right View
The brain does not have to identify individual words and mediate through oral language to ‘get to’ the meaning. The brain is capable of operating directly from meaning. It does this by using cognitive anticipation (creating anticipatory sets) relative to the meaning of the text. In other words, the brain’s job when reading is to use a predictive strategy to anticipate the author’s intended meaning. How does the brain do this? We can’t precisely know because it occurs below the level of conscious awareness. It is extremely complex! But we can create an environment in which the highly efficient and wonderfully adaptive human brain implicitly figures it out.
The Conventional View
The same core ideas about reading (wordby-word reading involving decoding, vocabulary, fluency, and comprehension) have existed for about 150 years. The perceived foundation and main event of reading, therefore, is figuring out what the words are via decoding, word attack, and sight word recognition. It is widely believed that, if highly skilled individual word identification is not firmly in place as the first and most important step to reading, students cannot become successful readers. The task for the reader is to ‘translate’ the print on the page to oral language and then mediate through oral language to ‘get to’ the meaning an author is conveying.
Implications of the Three Assumptions: To eliminate a reading problem, the brain requires an environment that compels it to remodel neural circuitry so that it yields authentically excellent reading (reading that always feels comfortable, sounds as natural as conversational speech, and accurately anticipates the author’s intended meaning). Placing focus on word identification has the potential to create reading problems by restricting neural activity to just a few brain regions, rather than empowering the brain to integrate all of the neural systems required for passage reading.
Consider This: • Brain imaging (fMRI) has demonstrated that neural activation patterns are
significantly different when the brain is reading word lists vs. reading meaningful sentences. Might this challenge the view that reading must be done one word at a time?
• During the past decade, billions of dollars were spent on educational reform in
reading based on the Conventional View. Results of the 2008 (Grades 4 & 8) & 2009 (Grade 12) National Assessment of Educational Progress have revealed a continuation of the 30-year trend of flat reading scores. Given that billions were spent with little to no improvement, isn’t the Conventional View likely flawed?
• Seventy-five percent of third graders who have reading problems “. . .are
highly likely to struggle with reading throughout their educational tenure, if not the rest of their lives...” (National Institute of Child Health and Human Development, 2003). Given the human brain’s natural plasticity, isn’t this an acknowledgement that popular reading theorists—embracing the Conventional View—have not been effective in providing guidance on how to eliminate reading problems?
The time is right to question conventional assumptions about reading— please join us in supporting new brain-based solutions for reading achievement.
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Read Right
is highly effective.
Compare one semester of student-centered Read Right® tutoring to one year of instruction and intervention at the TOP FIVE project sites studied through the federally-funded 2006-2009 Striving Readers program: Read Right compared to Striving Readers “TOP FIVE”
.46
.27
.23
.21 .15 .11 .12
1 Semester of Read Right tutoring in four Omaha, NE Middle and High Schools (effect size: .23; achieved by chance: p=.000) 1 Year of Learning Strategies Curriculum in Danville, KY high schools (effect size: .15) 1 Year of Read 180 in Ohio Youth Corrections high school facilities (effect size: .21) 1 Year of GRADE/Xtreme Reading Strategic Instruction in Portland, OR middle schools (effect size: .27) 1 Year of OSAT/Xtreme Reading Strategic Instruction in Portland, OR middle schools (effect size: .11) 1 Year of DRP/Strategies for Literacy Independence across the Curriculum in San Diego, CA middle schools (effect size: .12) 1 Year of Read Right tutoring (estimated effect size .46 if 1 year of tutoring had been measured in Omaha, NE)
The other 16 Striving Readers projects are listed below. Each of these demonstrated an effective size below .10: Middle Schools (by city) • • • •
Chicago, IL: Striving Readers English/LA , effect size: .08; Achieving Maximum Potential, effect size: .08. Memphis, TN: ITBS/Read 180, effect size: .05 and TCAP/Read 180, effect size: .03. Newark, NJ: SAT10LA/Read 180, effect size: .07; SAT10Comp/Read 180, effect size: .01; SAT10Voc/Read 180, effect size: .09. San Diego, CA: CST ELA/Strategies for Literacy Independence across the Curriculum, effect size: .04.
High Schools (by state or city) • • • •
Ohio Corrections: CAT/Read 180, effect size: .08. Portland, OR: GRADE/Xtreme Reading, effect size; .09; OSAT/Xtreme Reading, effect size: -.01. San Diego (CA) CST ELA/Strategies for Literacy, effect size: .05; DRP/Strategies for Literacy, effect size: .05; Springfield/Chicopee (MA) SDRT-4/Read 180, effect size: .05; Xtreme Reading/Read 180, effect size: .04.
REFERENCES: Scott C, Nelsestuen K, Autio E, Deussen T, and Hanita M (2010): Evaluation of Read Right in Omaha
Middle and High Schools, Portland, OR, Education Northwest; Abt Associates (2010): Summary of 2006 Striving Readers Projects: Implementation and Evaluation of Targeted Interventions for Struggling Readers and Whole School Interventions for All Readers: Years 1-3.
Read Right
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tutoring, used by classroom teachers and aides, is helping students pass state achievement tests in reading and helping schools make Annual Yearly Progress.
1,405 Irving ISD Grade 3-12 Tier 3 Struggling Readers
61% pass After Read Right tutoring during the 2009-2010 school year, 857 Tier 3 struggling readers previously unsuccessful with the Texas Assessment of Knowledge & Skills passed the TAKS in reading
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Read Right’s Effectiveness Validated By Research ®
Comprehensive articulations of the science underlying Read Right methodology can be found in two publications by Dee Tadlock, Ph.D.: • Read Right! Coaching Your Child to Excellence in Reading, McGraw-Hill (2005) • Interactive Constructivism and Reading: The Nature of Neural Networks Challenges the Phonological Processing Hypothesis (2004), a free monograph available for download
Independent, Gold-Standard Research on Read Right by Scott et al.:
Scott C, Nelsestuen K, Autio E, Deussen T, and Hanita M (2010). Evaluation of Read Right in Omaha Middle and High Schools, Portland, OR, Education Northwest.
Third Party Studies:
FINDINGS: Read Right methodology demonstrated “significant positive effect” in this controlled, randomized study involving 424 Omaha, NE middle and high school students. Researchers measured an effect size of .23 after an average 18 hours of Read Right tutoring delivered by Omaha teachers and aides during one semester. The probability that the results were achieved by chance: p=.000. The effect size for African American students was greater: .34 with a probability of p=.007.
• Litzenberger J (2001a): Reading Research Results: Using Read Right as an Intervention Program for At-Risk 10th Graders (final report available) • Litzenberger J (2001b): Reading Research Results: — The complete report can be viewed at: Using Read Right as an http://educationnorthwest.org/webfm_send/902 Intervention Program for Elementary and Middle School Students, a Longitudinal Study (final report available)
Publication in Peer-Reviewed Journal:
Tadlock D (1986): A Practical Application of Psycholinguistics and Piaget’s Theory to Reading Instruction, Reading Psychology (Vol. 7, No. 3, 1986, 183-195).
Additional citations: • Tadlock D: “Cognitive Structures and Learning to Read,” in ERIC (ED 185 501; February 1980). • Tadlock D: “Growing a Literate Workforce, Simpson Reads Right,” Target—The Periodical of the Association for Manufacturing Excellence (Vol. 8, No. 3, May/June 1992, 7-14).
Recommendations, Citations, and Awards:
• Recommended by the National Drop-Out Prevention Center as an effective intervention. • Recommended in Peterson CL, Caverly DC, Nicholson SA, O’Neal S, Cusenbary S (2000): Building reading proficiency at the secondary school level: A guide to resources. Austin, TX: Southwest Texas State University, Southwest Educational Development Laboratory. • Included on multiple state lists for programs qualifying as providers of Supplemental Educational Services under the No Child Left Behind legislation. • Dee Tadlock, Ph.D., developer of Read Right, nominated for the prestigious Brock International Prize for Innovation in Education, placing third out of nine nominees (2005). • Southwest Region Ohio School Boards Association named Read Right an Outstanding New Student Program (2003). • Paper Industry Literacy Achievement Award (March 2001). Three out of five paper companies receiving the award in recent years implemented successful Read Right projects. • Saskatchewan Labour Force Development Board’s Training in Excellence Award (1999). • 1995: Named “Best Program Available” for workforce reading improvement by a task force composed of Hewlett Packard representatives from facility sites throughout the United States.
For more, see “Fields of Inquiry Supporting Read Right Methodology,” Page 13.
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Read Right’s Effectiveness Validated by Pre-/Post-Evaluation 2009-2010 Results for 71 Elementary Schools
The first chart below indicates that, with an average of 35.4 hours of Read Right Reading Intervention Program tutoring, 1,104 elementary school students registered an average grade equivalency (GE) gain of 1.1 on the Gates MacGinitie Reading Test, Comprehension sub-set. The second chart displays the normal curve equivalency (NCE) results for the same students. *Interpretation of Normal Curve Equivalency Gain: 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 elementary projects during 2009 reflect that NCE gains are more than three times what is considered meaningful.
GE & NCE Gain
Elementary School Students n=1,104
Average Tutoring Hours: 35.4
3.8 2.7
GE Gains 1.1
NCE Gains 9.1
2009-2010 Results for 52 Middle & Junior High Schools
The first chart below indicates that 1,233 middle/junior high school students registered an average grade equivalency (GE) gain of 1.83 on the Gates MacGinitie Reading Test, Comprehension sub-set in an average of 42.6 hours of small-group tutoring in the Read Right intervention program. The 2nd chart displays the normal curve equivalency results for the same students. Middle & Junior High School Students
GE & NCE Gain
n=1,233
Average Tutoring Hours: 42.6
5.42
3.59
GE Gains 1.83
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NCE Gains 11.1
2009-2010 Results for 40 High Schools
The first chart below indicates that 1,227 high school students registered an average grade equivalency (GE) gain of 1.87 on the Gates MacGinitie Reading Test, Comprehension sub-set in an average of 39.8 hours of small-group tutoring in the Read Right intervention program. The 2nd chart displays the normal curve equivalency results for the same students. GE & NCE Gain
High School Students n=1,227
Average Tutoring Hours: 39.8
GE Gains 1.87
NCE Gains 9.1
2009-2010 Results for Special Education Students
The three charts below reflect grade equivalency (GE) gains as well as normal curve equivalency (NCE) results as measured by the Gates-MacGinitie Reading Test, comprehension sub-set, for elementary, middle/junior high, and high school special education students tutored with Read Right methodology. All students completing the pre- and post-tests during the 2009-2010 school year are included. Neither the methodology nor the pre- and post-tests were modified for special education students. Elementary Special Education Students n=287 Average Tutoring Hours: 38
Middle/Junior High Special Education Students n=303 Average Tutoring Hours: 40
3.72 2.48
GE Gains 1.24 NCE Gains 8.6
GE Gains 1.96 NCE Gains 11.7
High School Special Education Students n=337 Average Tutoring Hours: 42.6
Additional data is available. Contact Maureen Mortlock: maureenm@readright.com
GE Gains 2.26 NCE Gains 11.2
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Other Evidence of Effectiveness ENGLISH LANGUAGE LEARNERS (ELL)
In 2010, 1,105 English language learners in Grades 3-12 experienced the following average grade levels of gain, as determined through pre- and post-testing administered by schools using the Gates-MacGinitie Reading Test, comprehension component: Grade Level Elementaries Middle Schools High Schools
Students n=297 n=398 n=410
Avg. Hours of Tutoring Avg. Grade Levels of Gain 44.5 1.1 42.9 1.9 41.0 1.9
ENGLISH AS A FOREIGN LANGUAGE (EFL)
Beginning in 1994, Read Right methodology was used in China to teach hundreds of Chinese factory workers in five cities to speak, read, and write in English. Motorola was the first to adopt the methods for Chinese workers. Procter & Gamble chose Read Right methodology for use with 650 Chinese workers and executives. They compared the effectiveness of Read Right with their traditional English language program using the Test of English for International Communication (TOEIC). They found that, with Read Right tutoring, the employees acquired English 2.65 times faster than their traditional small group tutoring and 3 times faster than their traditional one-on-one program.
C OLLEGE S TUDENTS
Instructors at Ozarks Technical College examined the progress of college students receiving one semester of Read Right Tutoring during each of three semesters (2008 and 2009) with two systems of measurement: the COMPASS reading test and the American College Testing (ACT) program’s ASSET reading test. Both tests documented that one semester of Read Right tutoring, on average, significantly improved the ability of students to handle college-level reading:
Compass1 ACT Asset2
S e me s t er 1 Post-Test 61.1 72.9 36.7 39.0
Pre-Test
S em es t er 2 Pre-Test
Post-Test
63.7 36.9
70.7 40.3
S em es t er 3 Post-Test 55.0 72.0 38.2 40.6
Pre-Test
1A score of 70 is broadly viewed as minimally sufficient for handling college-level coursework. 2A score of 40 to 41 is used by many colleges as the cut-off for requiring developmental reading.
W ORKFORCE L ITERACY
At Deknetel (Fall River, MA), 62 employees participated in Read Right tutoring; 45% spoke English as their native language, and 55% spoke English as their second language. The average advancement was one grade level for every 7.7 hours of tutoring. Fifty-one employees graduated from the program as language proficient, excellent readers. Other workforce literacy achievements: 1995: Named “Best Program Available” for workforce reading improvement by a task force composed of Hewlett Packard representatives from facility sites throughout the U.S. 1999: Received Saskatchewan Labour Force Development Board’s Training in Excellence Award 2000: Received the Sales Association of the Paper Industry Literacy Achievement Award
CORRECTIONS (JUVENILE & ADULT)
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In 2010, the North Dakota Department of Corrections expanded Read Right tutoring into its adult prison system after several years of highly successful implementation in its Youth Corrections Center. Out of 307 incarcerated youth placed in the program since October 2005, 279 have “graduated,” meaning, they no longer need the program because they have demonstrated all three of the pre-requisites required for graduation: they read with total comfort, they read as fluently as conversational speech, and they accurately construct the author’s intended meaning.
Average time in Read Right tutoring: 4.4 months Contact Penny Veit-Hetletved, North Dakota Youth Correctional Center: phetletved@nd.gov
Fields of Inquiry Supporting Read Right® Methodology Examples from multiple fields Constructivist theory and implicit procedural learning in children: •
•
Piaget J. (1950): The Psychology of Intelligence. Translated from French: Percy M and Berlyne DE. London: Routledge. Inhelder B. and Piaget J. (1964): The Early Growth of Logic in the Child. New York: Harper & Row.
Children who become readers through implicit processes before they start formal schooling: •
Durkin D. (1965): Phonics and the Teaching of Reading. 2nd Ed. New York: Bureau of Publications, Teachers College, Columbia University.
Findings and recommendations related to brain plasticity and recovery from brain injury: •
Robertson IH & Murre JMJ (1999): Rehabilitation of Brain Damage: Brain Plasticity and Principles of Guided Recovery, Psychological Bulletin, Vol. 125, No. 5, 544-575, American Psychological Association.
Books addressing research supporting brain plasticity: • • • •
• •
Hebb DO (1966): A Textbook of Psychology. Philadelphia: Saunders Allman WF (1989): Apprentices of Wonder: Inside the Neural Network Revolution. NY: Bantam Books Johnson G (1992): In the Palaces of Memory. NY: Vintage Books Ratey JJ (2001): A User’s Guide to the Brain: Perception, Attention, and the Four Theaters of the Brain. NY: Pantheon Books Schwartz JM and Begley S: (2002). The Mind and the Brain: Neuroplasticity and the Power of Mental Force. NY: Regan Books/Harper Collins LeDoux J (2002): Synaptic Self: How Our Brains Become Who We Are. NY: Penguin Books
Brain research examining neural activation patterns associated with word identification and/or sentence reading (isolated vs. collaborative brain systems): •
• • • • •
•
• •
Carpenter PA, Just MA, Keller TA, Eddy WF, Thulborn KR (1999): Time course of fMRI-activation in language and spacial networks during sentence comprehension. Neuroimage 10:216-224. Keller TA, Carpenter P.A, and Just MA (2001): The Neural Bases of Sentence Comprehension: A fMRI Examination of Syntactic and Lexical Processing. Cerebral Cortex 11 (3): 223-37. Vandenberghe R, Nobre AC, Price CJ (2002). The Response of Left Temporal Cortex to Sentences. Journal of Cognitive Neuroscience 14: 550-60. Price CJ, Winterburn D, Giraud AL, Moore CJ, Noppeney U (2003): Cortical Localization of the Visual and Auditory Word Form Areas: A Reconsideration of the Evidence. Brain and Language 86 (2): 272-86. Price CJ and Devlin JT (2003): The Myth of the Visual Word Form Area. NeuroImage 19, Comments and Controversies, (473-81). Constable RT, Pugh KR, Berroya E, Mencl WE, Westerveld M, Ni W, Shankweiler D (2004): Sentence complexity and input modality effects in sentence comprehension: an fMRI study. Neuroimage 22 (1): 11-21. Turkeltaub PE, Weisberg J, Flowers DL, Basu D, and Eden GF (2005): The Neurobiological Basis of Reading: A Special Case of Skill Acquisition. In: Catts, H., & Kahmi, A. (Eds.) The connections between language and reading disabilities, pp103-130. Mahway, NJ: Erlbaum. Lee D and Newman SD (2009): The Effect of Presentation Paradigm on Syntactic Processing: An Event-Related fMRI Study. Department of Psychological and Brain Sciences, Indiana University, IN. Dehaene S et al. (2010): How Learning to Read Changes the Cortical Networks for Vision and Language, Science, 330, 1359.
Other research on related areas of brain function:
• Turkeltaub PE, Weisberg J, Flowers D, Basu D, Eden G (2005): “The Neurobiological Basis of Reading: A Special Case of Skill Acquisition,” In: Catts, H., & Kahmi, A. (Eds.) The connections between language and reading disabilities, pp103-130. Mahway, NJ: Erlbaum. • Lavigne F, Lavigne P (2000): “Anticipatory Semantic Processes,” International Journal of Computing Anticipatory Systems, Volume 7. • Newman SD, Ikuta T, Burns T (2010): The effect of semantic relatedness on syntactic analysis: An fMRI study. Brain and Language 113 (2), 51-58.
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Product & Program Offerings For Parents of Pre-Schoolers Read Right! Coaching Your Child to Excellence in Reading by Dee Tadlock, Ph. D. (McGraw-Hill, 2005) This is the first book for parents based on the highly successful Read Right® Intervention Program. Scientifically documented as early as the 1960s, preschool-age children with a wide range of IQs are capable of figuring out the complex process of reading for themselves, without ever having explicit instruction in phonics, decoding, or word identification. Remarkably, such children remain excellent readers for life. This stunning reality inspired Dr. Dee Tadlock’s development of the Read Right Intervention Program and forms the basis of her innovative Read Right system. In Read Right! Coaching Your Child to Excellence in Reading, Dr. Tadlock presents a hypothesis of how “precocious” young readers figure out the process on their own without systematic phonics instruction, and provides a comprehensive set of tips parents can use as they seek to help young children in the pursuit of reading excellence.
The Read Right Primary Core Curriculum (K-3) By design, the focus of the Primary Core Curriculum is on sentence and passage reading, not individual word identification. It includes: • A library of 250-350 books for use in each K-3 classroom, including wordless picture books, highly predictable books, predictable books, minimal print books, and early readers. • Read-aloud activities for the development of language, vocabulary, and concept knowledge. • Materials and strategies for effective instruction in alphabetics (sound-symbol associations), concept of word, and one-to-one relationships between the pringon the page and oral reading. • A teacher manual designed to be used during each reading lesson. The manual clearly outlines student-centered small-group instruction for Grades K-3, built upon a foundation of staircase complexity (recommended in the national Common Core Standards). Every student begins the Read Right Primary Core Curriculum according to his or her stage of development (Stages 1 through 5). The levels are based upon children’s progress in sentence reading, not their age, grade, or mastery of decoding skills. When students exit from Stage 5, they have become authentically excellent readers as evidenced by their ability to read with total comfort, as fluently as conversational speech, and with full comprehension of the author’s intended meaning. • New techniques designed to simultaneously build vocabulary, fluency, and comprehension • Strategies for ongoing formative assessment • Tools for ongoing summative assessment • A recommended grading system
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• Comprehensive reporting and more
info@readright.com
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Contact: 360.427.9440
The Read Right® Reading Intervention Program for Grades 3-12 The Read Right Intervention Program is turn-key—Everything required for a successful program is provided. Intensive, hands-on training and continuous quality support—We provide seven weeks of training spread over an 18-week period of time, with trainees & students working together the very first week. Our Read Right Consultants model every aspect of the tutoring process and then coach the tutor trainees in order to help them at first develop and later fine-tune their skills. Debriefing discussions are held as needed. Trainees are awarded Read Right Tutor Certification if, at the conclusion of training, they can demonstrate criterion-based competencies. Once certified, tutors can be trained as a Read Right Trainer to fulfill staff turn-over and program expansion needs. A complete system for correcting reading problems that supports success with the new national Common Core Standards for English/Language Arts—During every Read Right tutoring session, students receive individualized tutoring as well as learn to take charge of evaluating their own reading performance each and every time they read. Tutors are provided with a Read Right Tutor Manual that contains complete instructions for implementing the methodology, including numerous decision-points when the tutor must analyze the student’s performance “in the moment” to determine what the next interaction with the student will be. Thus, the program is individualized—each student receives the instruction he or she requires to successfully address the reading problem. The small-group tutoring system does not use artificial exercises. Instead, it uses the Read Right Intervention Program library (at least 850 books and 300 recorded selections). Each library is configured to work with total non-readers through college level. Also included: program management systems, assessment materials, quality assurance and evaluation systems, the Read Right MP3 System (all the hardware and software required to manage each small-group tutoring session and continuously collect data required for the monthly reporting system), and more. Read Right’s patented system uses four components to eliminate reading problems. Read Right tutoring is student-centered. Before tutoring begins, each student is assessed and placed in an appropriate reading level. Then, students are taught how to evaluate their own reading for excellence. The ability to judge excellence drives the improvement process. • The Excellent Reading Component: Students are instructed to read a paragraph of text excellently. Normally, it would be impossible for the student to achieve excellence because he has a reading problem. However, the patented Read Right methodology uses a technique called “cycling,” a precise sequence of activities designed to enhance the predictability of the text. Ultimately, with enough cycling, the student will be able to read the passage excellently in spite of the reading problem because her brain will naturally, and subconsciously, experiment with anticipating the meaning, using strategic phonetic sampling as an assist. As the brain continues to achieve excellence on hundreds of paragraphs one paragraph at a time in increasingly complex text, it figures out all of the sophisticated, complex aspects of excellent reading and, remodels the neural network so that effective, efficient reading results every time the network is accessed to operate on text.
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• The Coached Reading Component: A student reads out loud to the tutor from text he has never seen or heard before. The erroneously-operating neural network that guides the reading process will cause symptoms to emerge in the oral read. The tutor is trained to respond to each emerging symptom with specific techniques designed to “nudge” the brain towards experimentation with anticipating meaning as the primary reading strategy. • The Independent Reading Component: Students are expected to read independently outside of the tutoring session. This provides a laboratory for the brain to continue the experimentation it is compelled to conduct in the Excellent Reading Component and the Coached Reading Component • The Critical Thinking Component: This component is designed to involve the brain in activities that force it to discover errors in critical thinking and then hold the reader accountable to examine the source of the erroneous thinking.
The Read Right® Intervention Program for Adults Read Right provides everything needed to implement a developmental education/ adult basic education project at colleges, workforce literacy, and adult program sites, including an extensive library (750+ books with 300 recorded selections) and systems for manage ment, assessment, quality assurance, and evaluation. The cornerstone of our delivery system is the intensive, hands-on training and continuous quality support we provide as your personnel are developing knowledge and skills required to competently implement Read Right methodology and to manage the project. The handson training model makes it possible to deliver services to the targeted adult students immediately; they don’t have to wait until after project staff are trained to begin eliminating their reading problems. Outcomes for All Staff Implementing a Read Right Intervention Program (Grades K-Adult):
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• The acquisition of highly structured techniques and strategies designed to help people of all ages eliminate reading problems • Expertise delivering developmental learning in the context of small-group work using Read Right’s four components: Excellent Reading, Coached Reading, Independent Reading, and Critical Thinking • Techniques for individualized instruction using authentic works of fiction and nonfiction beginning with a reading level appropriate to the skills of the individual reader and progressing until students are ready to handle college-level text • Success for staff members because the techniques work, leading to improved job satisfaction • Professional development credit is available through Central Washington University for successful completion of training
The Read Right® Online Tutoring Service (Age 7 through Adult) Read Right Online Tutoring uses exactly the same methods verified to be effective in schools through gold-standard research. The Read Right Online Tutoring Service connects the struggling reader with a live and interactive certified Read Right tutor for individualized instruction via Internet and webcam technology. Students have private visual and audio connection with the tutor. The Online Tutoring Service uses Read Right’s highly structured Excellent Reading and Coached Reading Components to enable the tutor to work with four students at one time. Before tutoring begins, each student is assessed for entry reading level and sent a set of books customized to their needs. The tutor uses a duplicate set of books to guide each student through the Read Right components. In the Online Tutoring Service, students alternate between the Excellent Reading Component and the Coached Reading Component. The tutor, who can see all of the students, monitors continually to ensure that each remains appropriately on task.
How Online Tutoring works:
1. One to four students log into a single Online tutoring session at a designated time. 2. The students turn on their web cameras and microphones. THAT’S IT! Students are able to see and hear the Read Right tutor and the tutor takes it from there!
Why Invest Time or Resources in Read Right? These facts make Read Right products and services worthy of further inquiry or investment: • Read Right was developed by a reading expert to fill a need acknowledged to exist by the reading field—the need for a new approach with the potential to improve reading abilities quickly and efficiently • Read Right is grounded in new reading theory—not conventional views that have proven ineffective to quickly and efficiently address reading problems • Read Right methodology has been refined over a 30 year period—and its effectiveness with children, teens, and adults is well documented • Read Right was documented to produce exemplary results in a recent independent, gold-standard study examining the effectiveness of the methodology with middle and high school students • Comparing Read Right’s gold-standard study results to 21 reading projects studied through the federal Striving Readers program, Read Right produced significant gains in half the time
Why Consider Read Right? Because it works quickly & efficiently
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