Foundational research supporting Readable English
“When I first saw Readable English, I was absolutely fascinated, because I saw immediately that it provides all of the other skills in structured literacy that students with dyslexia really need - they need more than just phonics and decoding.“
- Dr. Joanne Coggins, PhD. Intensive Integrated Reading Services
The Society for Text & Discourse Annual Conference 2020 (accepted research).
Research Study: The Crossing School, Mooresville IN
In just 14 weeks, students with Readable English:
- Outperformed their peers
- Gained 3+ years in accuracy
- Gained 2+ years in fluency
- Gained more two thirds a year in word reading and comprehension
Peer-Reviewed Research Paper
Readable English: Can Interactive Orthography and Phonetic Cueing Improve Reading Scores of Struggling Adolescent Readers?
The majority of high school students are not reading on grade level (NAEP, 2019), yet students must read in order to learn new course content. Students not reading at…
Theoretical Underpinnings of Readable English
An estimated 25 percent of students with reading disabilities do not show significant reading growth despite intensive phonics instruction (Torgesen, Wagner & Rashotte, 2001) and benefits of remediation decrease as students age (Lovett & Steinbach, 1997). These students need multifocal, strategic interventions and supports…
Notes About the Readable English Markup
Readable English makes written English phonetic, without changing the spelling of words, by adding syllable breaks to words, graying out silent letters, and adding phonetic cues to letters.
In Readable English, each letter has a most common or standard sound. These letters remain unmarked…