Based on the research of Dr. Joseph Lockavitch, former university professor, special education director, school psychologist, applied researcher, teacher, parent and author of The Failure Free Reading Program.
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
- NC EOG
- MS EOG
- TN EOG
- STAR Reading
- Likert Surveys
- MEAP, LEAP
- Curriculum Based
The data has 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.
400% Growth Rate in 4 Weeks
Seven schools in Washington, D.C. implemented Failure Free Reading in their Special Education Centers during a 4 week summer school program. A total of 250 students were selected on the basis of needing the greatest help in reading. The student classifications included LD, ED, Cognitively Challenged, Medically Involved, and ESL Grades 1-8.
Reading Comprehension Growth
Don Brewer Elementary in Jacksonville, NC evaluated 27 students (grades 3rd, 4th, and 5th) in 2 classrooms. After 3 months of treatment, 19/27 students showed growth in reading comprehension with average growth being 6 months. In addition to measurements of reading comprehension, students were questioned “Do you think you can become a good reader?” Before Failure Free Reading, 17% of students did not believe they could ever become a good reader. After Failure Free Reading, 100% of students believed they could become a good reader.
Tier 3 Response to Intervention Solution
Anne Arundel County, MD evaluated 53 students (grades 1-5) that they considered their hardest to reach. After 27.9 mean hours of Failure Free Reading instruction, significant gains (p<0.05) were found on W-J Letter/Word Recognition, Word Attack and Passage Comprehension. For students testing below the 10th and 20th percentile, growth was even greater, with effect sizes of 0.84 and 0.71 respectively.