RESOURCES, RESEARCH and CASE STUDIES

Research: Evidence-based, Replicable and Reliable

Well-grounded in theory, Failure Free Reading’s methodology is one of the most thoroughly-researched in K-12 education! In scores of studies, the program has consistently produced significant and sustained gains in word recognition/attack, comprehension, and spelling for students testing below 15%, without the need for expensive tutoring or coaching. Student’s attitudes, behavior, and self-confidence also consistently improved.

The following are some of the instruments that have been used to assess student reading growth through Failure Free Reading:

  • Stanford Achievement
  • Ohio Proficiency
  • Woodcock Johnson
  • MAT7
  • NC EOG
  • MS EOG
  • ITBS
  • TN EOG
  • WISC-R
  • STAR Reading
  • FCAT
  • Likert Surveys
  • MEAP
  • LEAP
  • Curriculum Based

The data have been collected and the studies have been conducted by university researchers, district evaluators, school personnel, independent evaluators, and internally. Throughout all evaluations, Failure Free Reading has demonstrated success in accelerating the learning curve of the lowest reading students.

Failure Free Reading Taps Into the Brain’s Neuroplasticity

Neuroscientists have documented Failure Free Reading’s Non-phonic Approach actually rebuilds brain cells by tapping into the brain’s neuroplasticity.

Neuroscientists at MIT and Carnegie-Mellon University have released dramatic first-time evidence of actual brain rewiring in the brains of poor readers. The study, involving one-year follow-up brain scans, showed dramatic visual evidence that Failure Free Reading’s 100-hour reading intervention actually rebuilt white cortical matter in the underperforming brain areas of poor readers, bringing them back to the normal range.

Effects of Failure Free Reading on culturally and linguistically diverse students with learning disabilities. Multiple Voices. 

In a one year study of 60 LD grade 3-5 students in Klein ISD, the number of students with severe discrepancies in reading decreased by more than 50%.

England, G., Collins, S., & Algozzine, B. (n. d.). Effects of Failure Free Reading on culturally and linguistically diverse students with learning disabilities. Multiple Voices, 5 (1), 28-37.

 

 Effects of the Failure Free Reading program on students with severe reading disabilities. Journal of Learning Disabilities.

In a 7 month study of 39 LD students in Klein ISD, the number of students with severe discrepancies in reading decreased by more than 50%.

Rankhorn, B., England, G., Collins, S. M., Lockavitch, J. F., & Algozzine, B. (1998). Effects of the Failure Free Reading program on students with severe reading disabilities. Journal of Learning Disabilities, 31 (3), 307-312.