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| Find out more. Call us at 800-547-6747 or click here to email us. |
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| Students using Read Well significantly outperform their peers! | |
| Lee County - Florida | |
| Lee County is a diverse district of 80,000 students (23% LEP, 7% SpEd, 55% Minority, 43% low SES). With Read Well as their core curriculum and intervention, Lee County's 4,000 kinders achieved the results shown at right on the SAT-10 in 2009. Instead of the expected 25 percent of students falling between each quartile, an amazing 64 percent of students were at or above the 75 percentile. Only 8 percent scored at or below the 25 percentile on this norm-referenced test! | |
| Lee County staff and students achieved similar results on the SAT-10 in 2010, with a whopping 19 percent of students at or above the 99th percentile. (courtesy of www.readwellteachwell.com ) |
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| Orange County — Florida | |
| In a retrospective evaluation of a Florida elementary school, the performance of students who had received Read Well instruction was compared to that of students who transferred from another school in the district and had received instruction in a commonly used basal reading program. All students in both the Read Well and the basal comparison groups received 90 minutes of reading instruction per day in Kindergarten and grade 1. |  |
| FCAT Results: 2 Years After Completing Read Well in Grade 1 | |
| In the spring of grade 3, two years after receiving Read Well instruction in first grade, 78 percent of students in the Read Well group scored at or above Basic achievement level on the FCAT, outperforming basal comparison students by 21 percent. | |
| FCAT Results: 3 Years After Completing Read Well in Grade 1 | |
| In the spring of grade 4, three years after receiving Read Well instruction in first grade, 83 percent of students in the Read Well group scored at or above Basic achievement level on the FCAT, outperforming basal comparison students by 47 percent. | |
| Tacoma Public Schools - Washington | |
| A longitudinal evaluation from the Tacoma Public Schools followed a group of students from Kindergarten to first grade, when Read Well was piloted in the 2005-06 and 2006-07 school years, to the end of second grade in 2008, one year after exiting the program.
Longitudinal findings from the pilot of Read Well at the Tacoma Public Schools suggest that Read Well positively impacts early literacy skill acquisition and reading achievement of students in Kindergarten and first grade. One year after exiting Read Well, in the spring of second grade, the majority of students in the longitudinal evaluation continued to maintain benchmark; and the white and Asian subgroups increased the percent of students achieving benchmark. In the spring of first grade, after two years of Read Well instruction, 82 percent of students achieved the benchmark goal in DIBELS Nonsense Word Fluency, reflecting an increase of 12 percent from the winter of Kindergarten. |
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| Our Kindergarten TPRI [Texas Primary Reading Inventory] skills are simply incredible. Our lowest-performing kids in kindergarten are higher than our lowest kids in first grade who will be retained. The Kindergarten program is better than I ever expected. The second-grade teachers have decided that next year, any student who does not come from Mitchell [Elementary School] will go through Read Well. They have noticed gaps in reading levels of students who did not have Read Well instruction. |
| Elementary Principal, Bryan, Texas |