Typical Intervention Research

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

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 RBR method.

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.

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

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.

Origins of Language

The ability to read is not part of our evolutionary heritage.

The human brain has existed for roughly 60,000 years.

The alphabetic code has existed for only 5,000 years.

Language acquisition and use are innate, whereas reading skills are not.

To be able to read, the brain has to recruit resources from quite disparate parts of the brain that have likely evolved to perform quite unique functions.

Evolutionarily, we are not designed to be readers (Goswami, 2008).

Reading Difficulties Are Universal

Multiple studies have shown that problems with learning to read are universal and not limited to specific languages.

It is well documented that developmental reading disabilities are a problem with global dimensions.

Recent neuroimaging information suggests that the core neural systems used in learning to read are the same in every language, regardless of the orthography.