Results show Read3 is boosting literacy skills and confidence!
Read3 Literacy is dedicated to improving literacy, self esteem and life opportunities for children with serious reading challenges, including dyslexia. In an effort to ensure adequate time is dedicated to building much-needed foundational literacy skills, our approach involves a 'shared' responsibility between our families and their educators and speech pathologists.
In August 2025 Read3 conducted a short survey to gather some important data about how Read3 is being used in schools and speech pathology clinics, and to assess our overall reach and user satisfaction levels.
The high response rate has enabled us to forecast usage levels across all Read3 clients.
So, what did the findings reveal?
Usage Levels
We are delighted to say that the results indicate that approximately 5900 children have benefited from the Read3 program and resources in the past six months.
This includes:
- approximately 2610 children have enrolled in the Read3 program
- an additional 1560 children have used Read3 resources as part of broader intervention
- an additional 1720 children have used the Easy Alphabet in the classroom or private therapy
Client Progress
Participants were asked to rate satisfaction on a scale of 1 (dissatisfied) to 6 (extremely satisfied).
When asked "How satisfied are you with the general progress of children using the Read3 program" the average participant rating was 5.17 out of 6.
Responses to an open-ended question about previous intervention offered to these students indicates that for most students quality phonics programs such as MiniLit, MacqLit, Sounds-Write and MSL had been attempted.
Analysis of open-ended comments from participants identified some key areas of growth. Top of the list was improved confidence, phonological awareness and decoding. 🎉
For children who have failed to respond to previous intervention, building self-confidence is critical - it takes courage to get up and try yet again! The therapy-based learning model of Read3 has been carefully designed to ensure a 'gentle' start in an effort to build trust and there are many opportunities for early success available to the child. Seeing the intentions of this model reflected in the client response is very rewarding indeed.
Percentages indicate the number of respondents who spontaneously mentioned improvements in these areas:
- Confidence (57%)
- Phonological/Phonemic Awareness (53%)
- Blending/Decoding (50%)
- Writing/Spelling (33%)
- Engagement (29%)
- Fluency (26%)
- Letter-Sound Knowledge (25%)
Professional learning, training and personal support
Participants were again asked to rate satisfaction on a scale of 1 (extremely dissatisfied) to 6 (extremely satisfied).
When asked "How supported do you feel in terms of training, professional learning or personal contact with Read3?" the average participant rating was 5.32 out of 6.
At Read3 we pride ourselves on providing personalised support to our professionals well beyond the purchase of the program and is great to see our goal reflected in these scores. 😊
Here's what some of our schools had to say:
I think it has clarified how to help those students who just seem to struggle to make progress. It has helped us identify micro skills and we are therefore more able to monitor progress and intervene successfully.
It has allowed the paraprofessionals to feel confident and capable in what they are delivering as they understand the 'why' behind it and can see the impact they are making.
Our Teacher Assistants who have completed the Read 3 training have a far greater understanding of the science of reading and are better able to support students to develop their reading skills. The TAs enjoy the ability to deliver the program independently and using the STIKI quizzes to monitor student progress and celebrate their successes.
Impact on clinical practice
Speech Pathologist participants were asked to comment on the impact Read3 has had on literacy intervention within their clinic. The response to this open-ended question saw considerable spontaneous feedback in relation to continuity and confidence amongst clinicians, added structure and support for parents, and reduced prep time.
Here's what a few had to say:
We love it individually and as a team. It is something we can include in our short sessions and the hands on resources are readily accessible. I like how everything can be accessed on the computer and the instruction sheets are a game changer with how to provide direct instruction. This gives me more confidence to present the content to students. It is a consistent program throughout all modules.
Read3 is the first structured literacy program that I have implemented in my clinic. I love the structure it provides. It gives me confidence in the service I am providing, as it takes a lot of the guess work out of what I should be focussing on and in what order. I also love how easy it is to give parents structure for their home practice, and set clear guidelines and expectations.
Before Read3 we really felt that literacy intervention was some kind of untouchable area... Read3 has given us the confidence to start assessing literacy and engage in meaningful intervention for our clients
Read3 has revolutionised my practice!! I've always loved literacy but never had a clear structure for assessment or intervention... I love the CHIPS and being able to screen (and understand) cognitive processes involved in learning to read. The program is amazing. The scripts, videos and games are so helpful for parents... I love the Family Access option (such as a generous discount) and I love that families have the option to purchase card kits or print and laminate (to save money).
Read3 has given me a framework to confidently provide a consistent whole literacy intervention, rather than creating individual tasks. Plus it has significantly reduced prep time.
Comments on student outcomes:
The depth of response to our open ended questions was truly heartening. We have included a handful of comments relating to student outcomes below:
Read3 has appealed to kids who are in middle primary and terrified of reading. The scope and sequence is easy to follow. The videos for each module are helpful to understand fidelity of instruction. Read3’s game activities have hooked even the toughest of engagees into the program. Couldn’t do literacy without it! (Speech Pathologist)
I have seen positive progress in phonological awareness, decoding, fluency and spelling in students who have participated in Read3 on a regular basis. Previous to this, they were not making any progress and were stuck on decoding CVC words at the phoneme level. I have seen a boost, not only in their reading confidence, but general happiness and willingness to participate at school. Initially it was a very slow start, but the students quickly picked up and are rapidly making progress. To hear them read the 60 word stories fluently, at their level, just warms my heart. (Read3 School)
Students involved in Read3 have all demonstrated growth in their phonological awareness, letters and sounds and confidence. We have been able to address gaps in students' knowledge and find that many are then able to re-join their class for everyday Tier 1 teaching and not need additional Tier 2 or 3 support after a period of time using Read3. (Read3 School)
Improvement is evident in all clients regardless of cognitive ability, oral-language ability, diagnosis or literacy level at commencement. Progress is being seen in phonological awareness, encoding/decoding, spelling, reading fluency, reading comprehension, and confidence. Families and educators are noticing improvements in literacy skills. (Speech Pathologist)
I’ve seen growth across all areas but the biggest shift has been in confidence. Children are showing up to sessions more willing to give things a go, even when it feels tricky. What’s really lovely is hearing from families that this confidence is showing up at home too. (Speech Pathologist)
Read3 has been a fantastic intervention for our students who are most at-risk. Most of these students have a diagnosis, and the intervention supports their learning and makes an impact in the classroom. Their decoding improves, their writing improves. More importantly this also helps with their confidence amongst their peers. (Read3 School)
My clients have had wonderful success in development of phonological and phonemic awareness skills using Read3. The visual resources are extremely effective, and the levels of scaffolding within tasks and between tasks are easy to add and take away while a child develops the skills. The game based approach helps so much with engagement, the biggest hurdle of all! (Speech Pathologist)
Enormous measurable progress when program is delivered in a targeted way and home support is included. Those without home practice make much slower progress....Hierarchy is spot on and gives struggling students something to hang their hat on, and parents structure over the period of their intervention. (Speech Pathologist)
Our students love attending Read3 lessons! We have seen a huge improvement in phonological awareness skills, letters and sounds and decoding while delivering intervention to students in Year 1-3 in Semester 1. We have observed that Read3 not only supports students with difficulties in those areas, but also with EALD students who have a limited understanding of English. It has helped them progress immensely and allowed them to participate in classroom activities with more ease. With all students that participate, we see increased confidence in both intervention and class lessons. (Read3 School)
Very happy with the outcomes in phonological awareness, decoding, reading fluency, spelling. Some clients that have previously shown real resistance to other types of literacy intervention have flourished with Read-3 and even if their skills are still not on par with peers, their confidence has soared - I see this as a win!! (Speech Pathologist)
I have seen improvements in all areas of literacy development with my clients. The biggest change I have seen is with one 8-yo client who is now reading everything she can get her hands on (including chapter books) which is a HUGE change from a little girl who would do anything to avoid reading previously. I credit the Read3 intervention she has received with this change! (Speech Pathologist)
We wish to thank everyone who took part in this survey for their considered responses. 🙏 We have read each and every answer in detail and will draw on your comments as we continue to shape the direction of the program.
If you are not yet using the Read3 Intervention program, Easy Alphabet or 60 Word Fluency Stories, but are interested in learning more, please book a call - we're here to help.