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Read Right l Online TutoringOn-site Staff Training Contact Us Testimonies MENU Read Right Store CLOSE 360-427-9440 Read Right K-12 Case Studies Read Right for Special Education Testimonies on Read Right’s Effectiveness Online Small Group Instruction Blog Funding Sources Read Right vs. the Science of Reading” Read Right Methodology focuses on the complex neural processing required for reading excellence. It rapidly transforms struggling readers to successful, confident readers. Scroll Down to Learn About Read Right’s Revolutionary Approach On-site Programs For InstitutionsOrganizations: K-12 Special Education At-Risk Populations Colleges and Universities Adult Literacy Juvenile Detention and Prisons Online Tutoring For All AgesAbilities: General Information for Individuals for Small Groups By Design, READ RIGHT Moves All Ages To Reading Excellence For 40 years, Read Right has helped both new readers and struggling readers of all ages (children through adults) discover reading excellence without the word-by-word struggle that intensive phonics and decoding tend to produce. Meet Ethan and Ali. Ethan was identified as dyslexic” at age 7 or 8. His reading problem was successfully addressed in less than a school year. Inspired by her brother, Ali became an excellent reader in first grade , thanks to the SAME METHODS that Ethan used! CHECKING IN 9 YEARS AFTER READ RIGHT TUTORING (4 minutes, 30 seconds): 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!) All declarative knowledge–or things we can readily state as facts. This includes the sounds represented by the English-language alphabet. We read from left to right. There is a 1-to-1 correspondence of words on the page to how we speak. 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...