Right Brain Reading Results
Measured Success: Two Years of Data & Growth
We had exciting results from the two years, 2015-2016 & 2016-2017, we used the Right Brain Reading Method in our Learning Support room and did our Professional Learning Community (PLC) around this method.
We worked with students from grades one to five who typically would have been receiving support from the Learning Support Teachers in a phonetic reading intervention model.
Most of these students were significantly behind in their reading progress. We were thrilled to see how much these students grew using this method!
Some of our grade 2 and grade 3 students made two years growth in one year!
They were so proud of their accomplishments! Their families were grateful for this method, which allowed their child to become a reader and blossom as a learner.
Their teachers were amazed at the improvement in their reading and their attitude as a learner. The students could state that this method was how they could learn to read – it really resonated with them.
All of the students showed growth not just in their reading skills as measured by a standardized reading assessment, but also in their confidence, engagement in their learning and the number of words they could read.
It was rewarding to do this work with them and honor how their brain learned to read. They would come in, all ready to work and excited for the session. There were some students that progressed so quickly and naturally through these sessions, that it was almost hard to keep up with them!
Many students had more than a year’s growth within one year of using the Right Brain Reading method. Some students responded so well to this method that they didn’t need to continue receiving learning support. Other students continued to grow over the two years, with their reading near or at grade level.
There were many students who had not made any significant progress in their reading level over the past 3,4 or 5 years, yet they responded tremendously to the Right Brain Reading method. All the Grade Four students made growth that was exceptional when compared to their previous progress. Their growth was statistically significantly, as analyzed by UVIC stats department.
Results from Right Brain Reading Method
Grade Four 2016 Grade Five 2017 Reading Results
All of these Grade Four (2016) students were non-readers before starting with this method. All of them had made almost no growth in three years of a traditional reading intervention method. After two years with this program, they have made tremendous growth.
Student L made progress, despite not attending school on a regular basis - they missed more than 70% of classes.
Student M is a determined learner and they soon came in proudly with chapter books they were reading.
Student N was writing their own stories with amazing spelling accuracy at the end of the two years.
Student O combined their amazing artistic ability to create illustrated books independently.
Student Dd made progress for their one year participation. They did not attend school on a regular basis.
Grade Three 2016 Grade Four 2017 Students results
All of these students made great progress with the Right Brain Reading Method after having made minimal progress for the previous three years.
Two students on this graph (J & Cc) made two years’ growth in one year. For other students, it was the first time they had ever been within grade level in their reading.
Results from Grade Two 2016 & Grade Three 2017 students
Students D, E, F, G, Aa & Bb
Students D and E have designations of mild intellectual abilities and their reading progress was so exciting to see.
Student F was in French Immersion for their Kindergarten and Grade One year. F had a brief session (6 weeks) in Spring 2016 and in March 2017 read level 21.
Student G is very dyslexic yet they read at level 22 with 95% accuracy and excellent comprehension in March 2017.
Students Aa and Bb grew two years in one year’s intervention and no longer need reading support.
Reading Progress over two years
Grade One & Grade Two students
Students A and B both have very poor scores on DIBELS - Dynamic Indicators of Basic Early Literacy Skills and CTOPP - Comprehensive Test of Phonological Processing assessments, which look at the ability to process words sequentially, rather than holistically.
Both Students A and B are unable to segment words or sounds, yet they can read their words using this method successfully and fluently in multiple contexts.
Student C started in April 2016 and made growth in only 2 months of support.
Teach Reading in a Way That Works
Learn to Teach the Right Brain Reading Method