What research tells us about how effective our remediation methods have been for chronic non readers

Researchers showed that chronic non readers don’t make sufficient growth to close the reading gap with a phonetic approach - they need more intensive and extensive intervention than they are currently receiving. 

Researchers also determined that although struggling readers made some improvements with phonetic intervention, the good readers consistently made three to four times the gains.

Research also reported that some children seem resistant to the phonological intervention that benefited other children.

Research states that between 10-20% of children have serious difficulties learning to read. Between 24%-39% of students have scored in the ‘below basic’ category for over the past 30 years.

The statistics about how struggling readers progress with a traditional, phonetic method is pretty discouraging.

There is an 88% probability that a child who is a poor reader at the end of Grade One will remain a poor reader at Grade Four.

The students that we worked with in  2015-2016, 2016-2017 - all of the grade 4 students had made almost no growth in five years prior to the Right Brain Reading method. Then they grew rapidly in their ability with the Right Brain Reading method.