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Research

We provide evidence-based programs for all students, no matter their learning differences.

We are committed to continuous improvement through ongoing research to enhance program delivery.

These peer-reviewed articles support the effectiveness of our gold-standard reading intervention program. 

Independent Research 

Improving English reading fluency and comprehension for children with reading fluency disabilities 

Metsala, J. L., & David, M. D. (2022)

This study explored the effects of speeded word reading on two groups of students. Reading comprehension scores moved to the average range for both groups of students. 

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The Effects of a Computer-based Early Reading Program on the Literacy Skills of Kindergarten Students

Metsala, J. L., & Kalindi, S.C. (2022)

Our program's creator developed a computer game called Ooka Island, based on similar principles. Reading skills scores were boosted for kindergarten students who played Ooka Island in addition to their usual class instruction. 

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The Effects of Age and Sublexical Automaticity on Reading Outcomes for Students with Reading Disabilities

Metsala, J. L., & David, M. D. (2017)

For students with reading disabilities, becoming automatic with sublexical patterns contributed to better reading fluency. Students in all age groups made meaningful gains in reading fluency. 

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Journal of Research in Reading

An Examination of Reading Skills and Reading Outcomes for Youth Involved in Crime Prevention Program

Metsala, J. L., David, M. D., & Brown, S. (2017)

This study explored the effects of a reading intervention for youth in a crime prevention program. Word reading and reading fluency scores improved for this cohort of students. Reading comprehension skills made gains for this group of students. 

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Closing the Reading Gap

Torgesen, J., Schirm, A., Castner, L., Vartivarian, S., Mansfield, W., Myers, D., & Haan, C. (2007)
 
This evaluation assessed the effectiveness of four widely used programs for elementary-aged struggling readers. Our program was the only Canadian program among the four reading programs analyzed. Students experienced reading gains after an intervention in our program. 

 

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The Effectiveness of a Group Reading Instruction Program with Poor Readers in Multiple Grades

Rashotte, C. A., MacPhee, K., & Torgesen, J. K. (2001). The effectiveness of a group reading instruction program with poor readers in multiple grades. Learning Disability Quarterly, 24(2), 119-134.
 
Students in elementary school improved their reading skills after small group reading instruction in our program, regardless of their grade level or reading ability. 

 

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Identifying Phonological Awareness Deficits with Event-Related Brain Potentials

Newman, R. L., Connolly, J. F., McIvor, K., MacDonald, W., & Arnold, S. (2001)

In this comprehensive study, we delve into the intricate relationship between phonological awareness and brain function, utilizing advanced Event-Related Brain Potentials (ERPs) to uncover insights into potential deficits. By examining the neural responses associated with phonological processing tasks, we aim to shed light on how ERPs can serve as valuable tools in identifying and addressing phonological awareness challenges.

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Halifax Learning Centre Student Results

Reading Gains After a Year of Intensive Instruction

  • Early Elementary

  • Late Elementary

This chart illustrates the average test scores before and after instruction for Grade 2 students. 

We compared Grade 2 students' scores in standardized tests of unfamiliar word reading, text reading, and their understanding of text. Pretest scores are on the left, in dark blue. Post-test scores are to the right, in light purple. 

 

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This chart illustrates the average test scores before and after instruction for Grade 5 students. 

We compared Grade 5 students' scores in standardized tests of unfamiliar word reading, text reading, and their understanding of text. Pretest scores are on the left, in dark blue. Posttest scores are to the right, in light purple. 

 

 

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Expert Reviews 

Pedagogy Non Grata 

Education researchers use effect sizes to capture the overall effectiveness of educational programs. Using this type of analysis, our program received a qualitative grade of 9/10. 

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What Works Clearinghouse 

What Works Clearinghouse reviews high-quality research to recommend educational programs that truly work. In reviewing the research, WWC found that our program has positive effects on alphabetics, reading fluency, and comprehension. 

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Evaluation by Florida Center for Reading Research

The FCRR identified our program as a scientifically based reading intervention program, identifying the following strengths:

  • Multiple and varied phonemic awareness and phonics activities 
  • Explicit, highly structured, step-by-step format
  • Intense focus on reading fluency
  • Built-in review to ensure a firm foundation
  • Clear and easy-to-follow manual
  • Studies demonstrate substantial gains across grade levels and among students with differing ability levels

 

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