Research supporting Read3 best-practice
Read3 was developed in response to 20 years of clinical experience working with children with severe literacy challenges. Strategies incorporated in the program draw from the best evidence-based research available internationally.
Blachman, B.A. et al. (2004) Effects of intensive reading remediation for Second and Third Graders and a 1-year follow up. Journal of Educational Psychology 96, 444-461.
Clayton, F.J., West, G. Sears, C. Hulme, C & Lervag, A. (2019) A Longitudinal Study of Early Reading Development; Letter-Sound Knowledge, Phoneme Awareness and RAN, Scientific Studies of Reading.
Gathercole, S.E. (2017) Supporting children with working memory problems, DSF Language Literacy and Learning Conference – Perth.
Kilpatrick, D.A. (2016) Equipped for Reading Success: A comprehensive, Step-By-Step Program for Developing Phonemic Awareness and Fluent Word Recognition
Needham, T. (2019) 'Cognitive Load Theory In The Classroom', researchED 3, pp.31-33
Norton, E.S.& Wolf, M. (2012) Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities, Annual Review of Psychology (online) 2012.63:427-52
Ozernov-Palchik O, Norton ES, Sideridis G, Beach SD, Wolf M, Gabrieli JDE and Gaab N.(2017) Longitudinal stability of pre-reading skill profiles of kindergarten children: implications for early screening and theories of reading Developmental Science 2017 Sep: 20(5).
Rose, J. (2009) Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties, An Independent report from Sir Jim Rose to the Secretary of State of Children, Schools and Families, June 2009 (The Rose Report)
Shmidman, A & Ehri, L. (2010) Embedded Picture Mnemonics to Learn Letters. Scientific Studies of Reading. Volume 14, 2010- Issue 2
Torgesen, J. K. (2004) Avoiding the devastating downward spiral: The evidence that early intervention prevents reading failure. American Educator 28, 6-19.
Vellutino, F.R., Scanlon, D.M., Sipay, E.R., Small, S.G., Pratt, A., Chen, R., & Denckla, M.B., (1996) Cognitive Profiles of Difficult-to-Remediate and Readily Remediated Poor Readers: Early Intervention as a Vehicle for Distinguishing Between Cognitive and Experiential Deficits as Basic Causes of Specific Reading Disability. Journal of Educational Psychology. Vol. 88(4), pp. 601-638.
Wyse, D. & Goswami, U. (2008) Synthetic phonics and the teaching of reading, British Educational Research Journal. Vol. 34, No. 6, Dec 2008, pp. 691–710