Research

Why buy a program that is research based? Our method of learning English is tried and true and has been used in homes and schools across the country for over 30 years.

Reading Horizons at Home is right in step with current research. Our effective combination of phonics, vocabulary development, reading, spelling and speaking is endorsed by the National Right to Read Foundation. Click on the links below to learn more.

• Temple University
• Granite High School
• Different Brain Patterns Seen in Those With Dyslexia
• Brief Explanation of Dyslexia and Summary of Research

Signs of Dyslexia White Paper

Temple University, Philadelphia, Pennsylvania

Scope of Work
Evaluation of use of Reading Horizons software in the MAR*TEC Adult Literacy/English as a Second Language Project

Tool
Test of Adult Basic Education (TABE)

Evaluation
February 2005 - June 2005

Temple University, in conjunction with the Center for Research in Human Development and Education (CRHDE) and the Mid-Atlantic Regional Technology in Education Consortium (MAR*TEC) conducted a research evaluation on the Reading Horizons computer courseware from February 2005 - June 2005. The adult learners involved in the project were pre- and post-tested using the Test of Adult Basic Education (TABE).

There were 10 learners involved in the study, with ages ranging from 22 to 67. Six students were African-American, and four were ESL students from Haiti and Jamaica. The highest grade completed in this group of learners was eleventh. All learners pretested as reading below a fifth grade level.

The total amount of time spent by the learners using the software was 167 hours and 28 minutes, which is an average of just under 16 hours and 45 minutes for each learner. The smallest amount of time spent was 1 hour and 25 minutes, and the largest amount of time spent was 51 hours and 41 minutes.

Data

Evaluator's Observations
The instructors found the multi-sensory teaching method engaged students in a way that helped them use their individual learning styles. Students were able to learn independently using Reading Horizons courseware, and the Mastery, Drill and Practice section of the software helped to internalize the decoding skills. The instructors enjoyed using direct instruction to help the students be active participants which, in turn, improved the students' confidence and independence.

Granite High School, Salt Lake City, Utah

Scope of Work
Data collection conducted by resource teacher at Granite High School in Salt Lake City, Utah

Tool
Pre- and post-test provided with the Reading Horizons courseware (correlated with the Slosson Oral Reading test)

Conducted August 2005-May 2006

Evaluator's Observations
"My students are doing incredibly well. There was two-to-three years' progress in four weeks. I thought, There is no way this is happening. But it happened over and over and over with these students. To have a student who was at the kindergarten reading level as a junior now reading at a fifth grade level ... you can't put a value on that. One of my students picked up a book for the first time and read. If students have the confidence to decode, then they will embrace reading. It is truly one of the most rewarding semesters I've had teaching in my past 22 years!"