Research Results

Trials and studies conducted in Australia, the US and other locations around the world have demonstrated the effectiveness of Readable English. Click on any of the links to read more about a specific study or pilot.

We recently completed a research project investigating the effectiveness of Readable English for teaching reading and improving reading skills. The project involved 60 participants from three Year 2 classes, and was conducted under the approval of the New South Wales Department of Education.

One class of 23 students was randomly selected to act as a control group and the other two classes consisting of 37 students made up the Readable English test group. As a part of the research project, students in the test group participated in two half-hour classes per week for twelve weeks (a total of twelve hours class time). Students in the control group participated in their regular reading classes while the Readable English classes were being taught.

Students were pre- and post-tested before and after the program using a standardised reading assessment, the Neale Analysis of Reading Ability (Neale). The Neale involves students reading levelled passages aloud to an examiner and answering comprehension questions. Raw scores are converted to reading ages for three aspects of reading ability; accuracy, comprehension and rate.

Over the course of the four month experiment, there was a significantly larger improvement in reading age for accuracy in the Readable English group than the control group. On average, students in the control group improved by 5.3 months, which is as would be expected. The Readable English test group’s accuracy reading age increased on average by 10.7 months in the same period - twice the rate of the control group. The difference between these figures was statistically significant.

The improvement in comprehension followed a similar pattern: the control group improved their comprehension reading age by 4.5 months, and the Readable English group doubled this (an improvement of 9.8 months). The difference between these figures was also statistically significant.

There was no significant difference between the groups for changes in reading rate.

To test whether learning with Readable English improved students’ reading ability when reading Standard English text, both groups were assessed reading additional passages in Standard English. Again, both groups showed improvement in fluency over the test period, with the Readable English group improving at twice the rate of the control group. In the post test, the Readable English group read on average 25 more words correctly per minute than before training, compared to an improvement of 11 more words correct per minute in the control group. Again, the difference in improvement between the groups was statistically significant.

Maple Crest STEM Middle School Case Study

Teachers from Maple Crest STEM Middle School have seen dramatic improvements in students' reading ability and attitude towards reading and learning. Follow the 'read more' link to read about the teachers' experience, including one teacher who believes the "program is saving our students' lives."

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S.V. Elementary School Pilot

Students learning Readable English improved in reading age by more than was expected according to the norms from the Gray Oral Reading Test. Grade 1 exceeded their expected reading age improvement by 9.2 months, Grade 2 exceeded by 16.0 months, and Grade 3 exceeded by 6.6 months.

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NSW Department of Education Study

Students learning with Readable English improved in reading age twice as quickly as students in a control group, in both reading accuracy and comprehension. The significantly greater rate of improvement was observed when students were assessed reading with the phonetic cues, as well as when reading in Standard English.

Follow the 'read more' link below for an overview of this study, or click here for the full journal article of this study.

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The Crossing School Case Study

The Crossing School in Indiana (a school for students who have been expelled from previous schools, caught with drugs, dropped out of school etc.) implemented the Readable English program at the school for three months. Test results as well as feedback from teachers suggested significant improvements in reading due to Readable English – average improvements of 2.5 years in reading age compared to less than a year in a control group.

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Takasaki University Pilot

Students from a 1st year healthcare course at a Japanese University who undertook the Readable English program improved significantly in both reading accuracy and comprehension. 70% of students reported that they felt their skills had improved, 79% would recommend the website and apps to others, and 100% were interested in continuing to use the eReader.

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