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Research
 
Reading Plus®/Taylor Associates, along with its research and design affiliates, conducts scientifically based studies to measure and continually improve the effectiveness of the system. Built on decades of foundational research, Reading Plus® (as well as the legacy programs from which the latest system has evolved) has been proven to produce substantial gains in reading rate and comprehension for students in grade three through college. The Reading Plus® system’s success is documented in numerous scientifically based peer-reviewed journals.
 

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What Works Clearinghouse (WWC), an initiative of the U.S. Department of Education’s Institute of Education Sciences, provides “educators, policymakers, researchers, and the public with a central and trusted source of scientific evidence of what works in education.” WWC issued an Adolescent Literacy Intervention Report stating Reading Plus® research demonstrates the system has “a statistically significant positive effect” on adolescent learners’ reading comprehension. WWC’s effectiveness rating takes into account quality of the research design, statistical significance of the findings, difference in size between the group participating in the intervention and the control group, and consistency of results across studies.

 

See how the Reading Plus® system picks up where phonics and oral instruction leave off.
 

“Although Reading Plus advertises itself as a "silent reading fluency" program, it is actually much more. A close analysis will reveal that Reading Plus provides instruction and guided practice in word recognition, vocabulary, fluency and a variety of forms of comprehension. It provides coverage of all the major components of effective reading instruction.... and it covers these areas remarkably well.”

--Timothy Rasinski, PhD
Kent State University