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From: Read Right Systems [mailto:[log in to unmask]] 
Sent: Thursday, November 09, 2006 3:21 PM
To: [log in to unmask]
Subject: CASAS Data Shows Rapid Gains in Reading for Struggling College
Students

 


Comfort and Confidence: Reading Program is Transforming ABE Students


 

Adult basic education instructor Lora Shinskie calls the adult learning
program she coordinates the "other community college".  Her program
addresses a growing dilemma in adult literacy: men and women who can't read
at a level sufficient to be successful in college or the rapidly changing
world of work. 

 

Shinskie and several teams of tutors hired by the Community Colleges of
Spokane are changing that, she reported at the National Council for
Workforce Education annual conference in Albuquerque in October. They are
using highly structured methodology to rapidly improve the reading ability
of their adult students. The results are impressive and important, she says,
and worthy of further investigation by colleges seeking to address the
growing epidemic of low reading ability.

 

Eighteen months ago, certified educators and instructional aides in Spokane
began training in Read RightR methodology, an interactive constructivist
approach to address reading problems. Rather than focus student attention on
word identification skills, the methodology creates an environment in which
small groups of students (one tutor to four students) use implicit
procedural learning to remodel the neural systems that guide the reading
process. Every minute of the Read Right program, tutors provide interactive
guidance that causes students to produce oral and silent reading that always
feels comfortable to the reader, sounds as natural as conversational speech
to the listener (no breaks or pauses), and is always 100% comprehensible.
There is no focus on awkward word-by-word reading. The focus of the program
is not "What is that word?" The focus is: "What does the text say?"

 


One grade level gained for every 14 hours of tutoring


Shinskie reported to conference attendees that her adult students make at
least one grade level of gain for every 14 hours of tutoring, although, she
said, the numbers indicate that most students progress even faster. The
results have been achieved even though 46% of the approximately 230 students
assisted last year are English language learners. 

 

"I often refer to Read Right as providing the 'skills trifecta' for our ESL
students," Shinskie said. "While Read Right is a reading improvement
program, the byproduct is that our students also practice their listening
and speaking skills."   

 

Shinskie has completed CASAS pre- and post-testing with 47 students. The 39
students who received the most tutoring (83% of all students tested)
completed an average 38.6 hours of tutoring and gained an average 8.35
points. A gain of 3 to 5 points is considered significant for ABE students.
Again, the average amount of tutoring was only 38.6 hours.

 

For qualitative data, Shinskie shared the success stories of a half-dozen
adult students in her program. The students said they are feeling more
comfortable and confident with their reading, reading is becoming easier,
and improved reading ability is helping them be more successful at home and
in other ABE and community college programs.

 

Nationally, Read Right methodology has been used by over 40,000 children,
teens, and adults (including more than 5,800 adults). Data provided by
program tutors to Read Right Systems, Inc. indicates that the average rate
of improvement for all of the adults, including many English language
learners, is one grade level of gain for every 11.5 hours of tutoring - or,
an average of five grade levels of gain with 57.5 hours of tutoring. 

 

The Community Colleges of Spokane is expanding the program this year to two
additional program sites and investigating the possibility of introducing
Read Right's early reading development methods to parents of Head Start
children. The program offers new opportunities for pre-K through adult
learning because it represents a new view of what the brain requires for
excellent reading to develop. 

 

The program was developed by Dee Tadlock, Ph.D., a past president of the
national College Reading and Learning Association and a former classroom
reading specialist. Dr. Tadlock's first book was written for parents of
young children in order to prevent reading problems from forming in the
first place. The Read Right intervention program was developed and refined
over a 28-year period. The intervention program is presently used at more
than 350 schools, community college programs, and industry sites. 

 

 


For additional information


Dr. Tadlock's book, Read Right! Coaching Your Child to Excellence in Reading
(McGraw-Hill 2005) is available through www.amazon.com
<http://www.amazon.com/> . A free downloadable academic monograph is
available at www.readright.com
<http://cmpgnr.com/r.html?c=822778&r=822037&t=616260023&l=1&d=87644772&u=htt
p%3a%2f%2fwww%2ereadright%2ecom%2f&g=0&f=-1> . The paper explains the
science underlying Read Right methodology in detail. The readright website
also includes many articles and other information you might find helpful in
considering whether this is a program that might be worth further
exploration.

 

To obtain a college information packet, and to answer your questions please
contact Maureen Mortlock at the Read Right corporate office, 360-427-9440 or
[log in to unmask] Thank you. 

 


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