Read Right is a brain-based program that remediates reading symptoms. In a nutshell, here is the foundation for how Read Right works: everything you know how to do is guided by a network in your brain that you built, over time, with practice.  For example, you couldn’t tie your shoes when you were born because you had not yet built a network in your brain to guide shoe tying. The reason most have a reading deficiency is because the network their brain built to guide reading has a few errors. Doing the Read Right process correctly will force their brain to remodel the network so it guides reading correctly. 

Many of our students have a blurred and sweeping perception and they lack systematic method of exploration. This means these students have no consistent or predictable way of getting information. In a new setting, they will rapidly go from object to object—touching and looking—yet not know what they’ve seen when asked later. Often, comprehension is poor. These behaviors are consistent with inefficient neural networks within meaning, which are directly re-linked back to the reading process within the brain.

Input Strategies for Read Right offer a great deal of support for these, and other behaviors. Low Intent, disengagement and Daily Conduct Grades offer specific and immediate feedback to the students as growth opportunities. In addition, a structured process offers more control for impulsivity as well as an opportunity to learn critical thinking processes and tactics.

Our students likely say it best. As one recent graduate said, “When I first came into Read Right, I didn’t think it was going to help.  After being in Read Right, it really did improve my reading. Now, I know I am an excellent reader.” Students understand quickly that as soon as their judgments of reading quality becomes accurate and accountable, they will soon allow their brain to make accurate predictions thus eliminating their reading symptoms.

After they are symptom free, or at least not reading as laboriously as they once were, we also see students increase their independent reading during free time. Another student graduate said, “I thought that reading was boring, but now I read all the time. I wouldn’t <read all of the time> if I wouldn’t have been in Read Right.”