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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/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, and 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.

Here is a summary of the various studies that have been conducted:

Published peer-reviewed studies:

• Journal of Learning Disabilities
• Special Services in the Schools
• Proven Practices
• The Journal of At-Risk Issues
• The Florida Reading Quarterly
• The Australian Journal of Learning Disabilities
• Multiple Voices

 

Case Studies

Comal ISD - TX (PDF)

Cooper Elementary - Tulsa, OK (PDF)

Students with Autism (PDF)

Matanzas High School - Palm Coast, FL (PDF)

District of Columbia Summer School (PDF)

Research Studies

WWC list of studies (PDF)

Dulles Elementary - Chicago Public Schools, IL (PDF)

At-Risk and Special Education Lowest Literacy Students (PDF)

Klein Independant School District, TX (PDF)

Coronado High School - El Paso, TX (PDF)

Florida Center for Reading Research (PDF)

Four Published Studies (at-risk) (PDF)