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Read Right Systems, Inc. was organized in 1991 after Read Right®, a new, innovative methodology for teaching reading, was successfully implemented at the Simpson Timber Company sawmill and plywood complex in Shelton, Washington.
Simpson was very pleased with the speed with which large numbers of their mill workers eliminated their reading problems and increased their effectiveness on the job. As a result, Simpson management decided to expand the Read Right program to all 19 of their manufacturing plants throughout the United States. Other Northwest companies, including Boeing and Weyerhaeuser, heard about the effectiveness of the Simpson reading initiative and soon implemented Read Right programs of their own.
Clients
Ninety-one elementary schools, middle schools and high schools have Read Right programs, and three correctional institutions have implemented Read Right for juvenile offenders. Eighty-seven Read Right Learning Centers have been set up at industrial locations in the US, Canada, and China. Read Right is also tutoring individuals across the United States and Canada by phone.
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The Read Right® system of instruction was developed by integrating knowledge of brain research, an interactive constructivist model of learning, and psycholinguistic reading theory.
BRAIN RESEARCH
The brain is an organ of the body, just as the heart and lungs are organs. Similar to other organs, the brain has a specific function within the human body, i.e. to make sense of the world (to learn). As the brain performs the function of learning something, a new skill for example, it builds a new neural network which, when complete, guides the performance of that skill in a consistent and reliable manner. If this guidance system does not produce the desired results, the only solution is to change the neural network so it is no longer guiding the process inappropriately.
LEARNING THEORY
The neurological guidance system for a skill (such as walking, drinking out of a cup, scratching an itchy nose, or reading) is created as a direct result of the individual's initial instruction and experience in that skill. Once formed, this guidance system becomes implicit (unconscious - you don't consciously think about all of the specific muscle contractions and extensions involved in the process of walking). If the guidance system was built with errors in it (due to the initial learning experience), the process that the guidance system guides will be done in the same erroneous way each time the process is performed. The only way of changing such a guidance system (learning a new way to perform a desired task) is to create a learning environment in which the existing neurological network is challenged by new experiential information. In other words, the brain has to be forced into remodeling the old, ineffective guidance system so it operates appropriately and consequently produces the desired result (excellent reading, for example). Key in this remodeling process is defining the appropriate expectation, insuring the learning environment has available all the information the brain requires to do the remodeling, and delivering timely and appropriate feedback to the student.
READING THEORY
In order to read excellently, one must utilize a predictive strategy emanating from one's own knowledge of the world to appropriately integrate information from pre-existing knowledge of vocabulary, language structure, phonics, and cadence in order to answer the question: "What does the text say?" If the brain is focused on any other goal, is not using a predictive strategy, and/or is not integrating an appropriate mix of information at any given moment in the reading act, some degree of reading problem will be evidenced: the reading will not be smooth and fluent, comprehension will be poor, reading speed will be slow, and/or retention of information will be impaired.
IMPLICATIONS FOR READING
Poor readers have constructed a neural network for reading that contains errors. These errors cause them to under-utilize a predictive strategy and/or to inappropriately integrate the pre-existing knowledge necessary for reading. Poor readers are reading exactly the way their brains are directing them to read. To solve their problems, the incorrectly-built neural network for reading must be remodeled so the process of reading is guided appropriately. Through her research and 20 years of teaching and testing Read Right with thousands of students with reading problems, the developer of the program, Dr. Dee Tadlock, Ph.D. in Reading, has determined how to structure the tutoring environment and what specific methodologies and materials to use so that the student's brain is compelled to correct the errors in its neural network for reading. This is why Read Right works so much faster than other reading improvement programs and why we can guarantee the results. The Read Right system of instruction sets the appropriate output expectation, provides all the necessary information the brain needs, and delivers timely and appropriate feedback to the student so that the guidance system is corrected to produce excellent reading all of the time. |
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"Before I knew I couldn't talk well. I was shy. Now I'm not afraid to talk to anyone in the company. It really helped my self confidence. "
Assembly Worker, Deknatel, Inc. |
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Read Right ESL Tutoring
Read Right English as a Second Language (ESL) tutoring works quickly and effectively to significantly improve the English communication abilities of participating students. They will improve their pronunciation so they are more easily understood, expand their vocabulary so they can more readily express their thinking and understand others’ thinking, and improve their ability to use appropriate English structure so that their communication in English is more closely aligned with what one would expect from a native speaker. As a result of improving their vocabulary, pronunciation, and structural knowledge of English, participants will be able to understand both spoken and written English more readily.
Implementation and Quality Assurance
Read Right consultants will come to your school or industrial facility and conduct language proficiency consultations for initial student placement. Local tutors will be thoroughly trained in the Read Right theory and methodology and will provide one-on-one tutoring for program participants. Read Right will supply a specially tailored library and other necessary program and support materials.
Read Right's quality assurance program includes a computerized tracking system to monitor student progress and extensive tutor and student follow-up to assure overall program effectiveness.
More Information
The Read Right system was developed and refined over a period of 20 years by Dr. Dee Tadlock, past president of the College Reading and Learning Association and founder of Read Right Systems. One of the settings was Yakima Valley Community College in Yakima, Washington where Dr. Tadlock was the reading specialist. In the Community literacy projects that she organized throughout the Yakima Valley there were so many immigrant Hispanic farm workers that were struggling to improve their English communication skills that she developed the Read Right ESL tutoring methodology. Since that time Read Right has been used to teach English to students representing 38 different linguistic groups in a variety of school and industrial projects throughout the United States.
For more information on how Read Right can work to help your ESL students or employees, call Tamie Brown at (360) 427-9440. Email: TAMIEB@READRIGHT.COM.
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For more information, contact us at
Email: info@readright.com
Telephone (360) 427-9440
Copyright 1995-2008 Read Right Systems, Inc. | | |
