Despite extensive staff development, the implementation of research-based methods, alignment to standards and following the mandates of No Child Left Behind, many school districts are struggling to substantially raise reading scores.  We believe most challenged readers can learn to read if their underlying auditory and phonological processing issues are addressed and if reading instruction is updated to include very recent advances in reading research.

Most reading instruction is based on research that is at least five to ten years old, including the research synthesized by the National Reading Panel. Recently, researchers have made major discoveries regarding the role of phoneme discrimination, rapid naming, code-progressive reading practice and receptive language comprehension in the reading process.
 

Sound Reading incorporates these advances, including auditory reasoning and phonological processing development. This is the first research-based alternative to systematic phonics (phonological recoding), and advanced methods for developing fluency. Sound Reading uses methods derived from speech therapy to address the underlying language processing issues that so often limit students. Our unique “listen-process-respond” instructional format engages the language comprehension centers of the brain, the same areas that support reading comprehension. The result is that Sound Reading dramatically improves reading decoding, fluency and comprehension scores.  See charts below with study results.