We often find ourselves answering questions about the striking results that Thinking Reading students achieve. Teachers are used to seeing modest outcomes at best from reading interventions, so responses range from surprise to scepticism. This is a short explanation that outlines ten reasons why Thinking Reading has the impact that it does.
1. Grounded in the research
Thinking Reading is grounded in principles developed through empirical research, built on detailed theoretical work and rigorously field-tested in the real world. Lesson content and instruction is based on four key approaches: Engelmann’s Direct Instruction, Precision Teaching, Linguistic Phonics and Applied Behaviour Analysis. Read more here . . .
2. Whole school strategy
We know that secondary schools are complex organisations. We work with every school’s leadership to ensure that systems, polices and culture are aligned, so that classroom practice, screening, and intervention give all students access to reading success. Read more here . . .
3. Thorough screening
We apply three tiers of screening to ensure that only students who really need intervention get it – and that students are matched to the type of intervention they need. We intentionally screen out students with low performance due to poor motivation – leaving them in receipt of intervention would be unethical and wasteful. Read more here . . .
4. Sophisticated technology
The teaching procedures in Thinking Reading lessons are refined to ensure that every item is taught clearly and learned quickly. The procedures are very specific and vary throughout the lesson depending on what knowledge is being taught. These teaching procedures are derived from the principles of Engelmann’s Direct Instruction and from Precision Teaching. Read more here . . .
5. Extensive diagnostic assessment
Effective intervention requires detailed assessment. There are no shortcuts. Without such assessment we do not know what the student needs to learn, and what they already know. To find out, we use three additional layers of assessment to identify students’ starting points in sound-spelling knowledge, word reading, and reading fluency. Read more here. . .
6. Bespoke lessons
Every struggling reader has their own unique learning history. Lessons are tailored to address each individual’s specific teaching needs. Every lesson is planned based on what the student did in the previous lesson. As a result, they make rapid progress until they catch up completely. The programme is only completed when the student is reading at a level that matches their chronological age. On average, students are on the programme for six months and in that time the average gain is five years. Read more here . . .
7. No time wasted
All teaching is based on the principle of teaching more in less time. Because we assess in depth, and individualise lessons based on each learner’s profile, students do not have their time wasted being taught material they already know. Efficiency of instruction and efficiency of content selection mean that every minute of the lesson is meaningful and contributes to progress. Read more here . . .
We collect data on student progress in every phase of every lesson. This enables a swift response when a student has a learning problem – finding out about lack of progress at the post-test for an intervention is too late! Student progress data is collated in a tracking spreadsheet, so that we know every student’s average rate of progress per half-hour lesson at any given point in time. Read more here . . .
9. High-quality training
To have impact, an intervention needs two things: an effective programme, and an effective teacher. No matter how good the programme is, its power to effect positive change will be aided or hindered by the teacher. Our training programme is intensive, detailed, challenging and very practical. Every trainee is observed and coached, and only certificated if they are meeting our teaching standards. Read more here . . .
10. School partnership
Committing to Thinking Reading leads to a long-term partnership, which ensures that new ways of working are embedded in the school’s ethos and systems. We provide training in the event of staff movement, leadership development, and bespoke advice to turbo-charge student progress. Two months progress per lesson is the minimum that we expect during the intervention stage of training, rising to at least three months per lesson during the partnership stage.
Investment in turning around reading failure, especially at secondary school, is an intensive business. Consider this from G Reid Lyon, one of America’s foremost reading researchers: “To be clear, while older children and adults can be taught to read, the time and expense of doing so is enormous.” Read more here . . .
Thinking Reading has been developed as a powerful, cost-effective solution to this problem. For less than the cost of setting up Accelerated Reader in the average secondary school, you can ensure that every student is reading at their chronological age in three years. You will not find a cheaper way to achieve such powerful results.
Not because of magic. Not because of snake oil. Not because of shortcuts, gaming the system, or quick wins. We achieve these results because of a carefully developed, thoroughly field-trialled, highly engineered application of empirical research.
If that sounds like the way that you want to work, get in touch.
This is an update of an earlier post entitled 10 Reasons Why Thinking Reading Gets Striking Results.
You may also be interested in: