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Read Right



Evidence of Effectiveness:


Lake Charles, LA – Calcasieu Career


A four-month pilot project was implemented to test the effectiveness of the Read Right methodology in improving the reading skills of “at-risk” students, grades 6 through 12 or GED, at the Calcasieu Career Center.  Students at the Career Center are referred from 18 other high schools and middle schools in the school district after they have been expelled or labeled “at-risk.”  Most have a history of behavioral and/or attendance problems and some have been categorized as Learning Disabled.  Of the 68 students who were given individual reading assessments, all but one displayed reading problems:  35% (n=24) were 1 to 2 years below grade level; 35% (n=24) were 3 to 4 years below grade level; 15% (n=10) were 5 to 6 years below grade level; 8% (n=5) were 7 to 8 years below grade level; and the remaining 7% (n=5) were excellent or near excellent readers. 


Upon entry into the program, each student’s oral reading and comprehension were analyzed to determine the severity and frequency of the symptoms of the reading problem at progressively more complex levels of text. Initial placement at the appropriate instructional level for each student was based on this analysis.  The correct instructional level is that which the student is able to handle in spite of his or her reading problem.  As the student’s improving reading abilities allow him or her to read more complex text, the student is moved into more difficult materials (higher grade-level).  The advancement to higher grade-level materials is tracked and reported on a monthly basis.  The table below summarizes the shift in reading abilities experienced by all the students who were assessment for entry into the Read Right program.  Six of the 67 students who displayed reading problems dropped out of school before attending any tutoring sessions and are not included in the data:



7-8 Years Below Grade

5-6 Years Below Grade

3-4 Years Below Grade

1-2 Years Below Grade

Near Excellent



Before Read Right (# of students)













After Read Right (# of students)














In addition, 20 of the students were administered the California Achievement Test, Reading Sub-Test #2 (CAT) as a pre- and post-test.  The 20 students who were tested averaged 14.6 hours of Read Right tutoring during the 4 month pilot project and gained an average of 2.0 grade levels during that time.  This means the average tutoring time required for one grade-level gain was 7.2 hours. 







Tacoma, Washington – Sheridan Elementary School


Students who participated in the Read Right eight-week pilot project received a mean of 22 hours of tutoring. Students who participated in the study were selected by each classroom teacher as being most at-risk in reading.  The following pre- post-test results were received:


Grade Level

Normal Curve Equivalency




Totals –

Primary Grades







Mean Results – Primary Grades







Totals –

Intermediate Grades







Mean Results – Intermediate Grades







Totals –

All Grades







Mean Results –

All Grades








In order to qualify for national validation by the US Department of Education, a reading program must yield a mean NCE gain of at least 10 in one year of instruction.  The primary students in the Read Right Program exceeded that in eight weeks.  The intermediate students achieved 55% of that standard of excellence in eight weeks.  All students combined achieved 82% of that standard of excellence in eight weeks. 


Program Description:


Read Right is a fundamentally different approach to teaching reading that enables students with reading problems to improve their reading skills in a short amount of time.  The philosophy of the program is that “if you can talk, you can learn to read.”  The Read Right system integrates knowledge from brain research, learning theory, and reading theory to permanently eliminate reading problem of students.  On average, there is a one grade level advancement for every nine hours of tutoring for adults, 13 hours for high school students, 18 hours for middle school students, and 42 hours for elementary students.  This program works for everyone, including people who have been diagnosed as dyslexic, developmentally disabled, or with Attention Deficit Disorder (ADD). 


Assessing the Student’s Reading


The Read Right assessment process is designed to discover whether the student’s neural network that guides the complex, interactive, integrative process of reading is operating appropriately or not.  This is determined by asking the student to read aloud and listening for discrepancies between the student’s oral reading and his or her oral speech (i.e., disruptions in rhythm or tone; pauses or hesitations; excessive self-corrections; etc.). Discrepancies are indicators of an erroneously-operating neural network for reading.  The Read Right program structures the environment in such a way that the brain rejects its erroneous neural network for guiding the reading process and replaces it with a correct one.  A student leaves the Read Right program when his or her neural network has been restructured to operate appropriately. 


Performance-Based Measure


The change in each student’s neural network that occurs as his/her reading skills improve will be documented through a criterion-referenced measure based on an analysis of each student’s oral reading for pre-graded passages.  Each student’s symptom profile at entry is revealed by systematically recording and tabulating the characteristics that are heard as the student reads aloud from progressively more difficult passages until the frustration level is reached.  These symptoms provide a performance base-line.  As the student’s reading abilities improve due to Read Right tutoring, the symptom set that was revealed during the assessment process diminishes in intensity and in frequency of occurrence. 


Measure of Ability to Handle Increasingly Complex Text


As the guidance system for reading is being corrected, the student becomes able to read text that is increasingly complex semantically and syntactically.  Thus, the “grade level’ at which the learner is able to read increases until the problem is totally eliminated and the student can read smoothly, comfortably, and with understanding anything that he or she has sufficient prior knowledge to be able to understand, regardless of grade level.   


Aspects of Reading


This program addresses the following aspects of reading:


·         Phonemic Awarenessü

·         Phonicsü

·         Fluency ü

·         Vocabularyü

·         Comprehension ü

·         Motivation










Correlation to Nevada State Standards


Currently being completed.


Teacher Support:


·         Read Right consultants train teachers to become skilled Read Right tutors.  A “train the trainers” component gives advance training to one or more tutors so they can become certified Read Right trainers for the school.


·         Periodic site visits by Read Right staff provide opportunities for advanced training, quality assurance activities, collaborative problem-solving, and planning. 


·         Student activity data is faxed from the project to Read Right System’s central office in Shelton, Washington at the end of each month.  This data is entered into a database and analyzed for progress, trends and exceptions and compared to progress at other locations.




·         Several management reports are prepared by Read Right staff and are forwarded to appropriate on-site personnel including tutors and administrators shortly after the beginning of each month.  The reports not only summarize the previous month’s project activities as a whole, but they also show the activity and progress of each individual student that was tutored during the previous month.


·         A monthly tutor newsletter is provided that serves as a training vehicle and provides a format for self-training during tutor meetings.


Equipment Requirements:


·         Computer for a Read Right computerized tracking system to monitor student progress.


·         Read Right library of specially leveled books and tapes.




For budgeting purposes, there is a one-year program commitment with a renewal option each year. 


Investment, Year One


$67,500 Start-Up, Training Visits, Off-Site Support, and Travel Expenses

   5,900 Library and support materials (including 10% shipping and handling)


$73,400 Project Investment Year One


Investment, Year Two


$37,500 Start-Up, Training Visits, Off-Site Support, and Travel Expenses


$37,500 Project Investment Year Two


Investment, Year Three


$22,500 Start-Up, Training Visits, Off-Site Support, and Travel Expenses


$22,500 Project Investment Year Three


For Information Contact:


Lee Giles or Dee Tadlock

Read Right Systems

310 West Birch, Suite 2

Shelton, WA 98584

Phone: (360) 427-9440







Current Location in Nevada:


Churchill County School District

Gateways to Success High School

P.O. Box 5219

Fallon, NV 89407

Contact:  Bill Bersall

Phone:  (775) 423-6322