Read Right

We do an initial placement assessment to determine the appropriate complexity level of text to include in the library we provide for each student. Then we schedule them for tutoring--a minimum of 55-minute sessions two times per week, and as soon as the library arrives, tutoring begins. (If stamina issues makes 55-minute sessions untenable, we offer 30-minute sessions and pro-rate the cost. In this case, we recommend a minimum of 4 sessions per week.) We provide progress reports every other month, and the parent is free to talk with the tutor or the program developer at any time if they have questions or concerns.

I have a PhD in education with a major in reading. Our online tutors undergo intensive training (200+ hours) in the Read Right methodology. Most of them have previously worked in schools implementing Read RIght. We provide constant in-service training and I am available to offer insight and advice if a student is not progressing as rapidly as we expect him or her to.

$85 for the consultation and the written report; $300 for the registration and the 30-40 book library. These costs are charged to a credit card when the library is shipped. Tutoring sSessions are $35 per session and are charged in the middle of the month for the previous month's sessions. If the student doesn't improve after 8 sessions, as defined by a reduction in the symptoms that emerge when he or she is reading aloud from unfamiliar materials, then if the client returns our library, we will refund all the money they have spent except the $85 consultation fee and a $60 restocking fee for the library.

I don't really understand this question other than the obvious: I went to college, earned a bachelor's degree, and a teaching certificate and started teaching.

I invented the Read Right methodology because I had a PhD in education with a major in reading and a first-grade som with a reading problem. I could not help him; everything I had been taught in the PhD program about what to do with struggling readers didn't work. I believed the lack of success had to be the methodology. I concluded the reading field was simply teaching it wrong. That motivated me to do what turned out to be theree years of post-doc research focused on answering these questions: How does the brain learn a process? and What does the brain do when it reads well (by implication, how does that differ from brains that aren't reading well). I stepped outside the field of reading--been there, done that, no answers there--and looked at fields of inquiry that I thought might shed light on my questions. The end result of this research was what we have demonstrated for over 25 years is a more effective way to teach reading: Read Right.

Dyslexic, learning disabled including LD and ADHD, Down's Syndrome, autistic, Title I (tiers 2 and 3), non-labeled students who are behind, advanced placement studenyts who spend far too much time on homework due to their inefficient reading abilities, English language learners, Chinese managers and secretaries of American firms in China for language acquisition, corporate employees and managers, and incarcerated youth and adults.

Children, teens, and adults

A 19-year-old young man who was diagnosed as severely dyslexic by Children's Hospital in Boston and was struggling at first grade levels of text complexity when we began working with him. Two years later, after having participated in Read Right for just over 200 hours, he graduated from our program as an excellent reader. He attended a major university in Massachusetts and was on the Dean's list several terms. He decided he wanted to be a general contractor, so he apprenticed in plumbing and electricity programs so he would understand what his sub-contractors were doing. He was a general contractor for several years and now owns his own plumbing business in a small town in Massachusetts.