Research
At Halifax Learning, our mission is centered on providing evidence-based programs that yield sustainable results for all students, irrespective of learning differences. We are committed to continuous improvement through ongoing research investments aimed at enhancing program delivery. The referenced documents below highlight research supporting the efficacy of our Gold-Standard reading intervention program, SpellRead™, spanning from 2003 to 2017. This repository not only demonstrates the effectiveness of the SpellRead™ program but also underscores the expertise and track record of student success achieved by the Halifax Learning team.
The Effects of Age and Sublexical Automaticity on Reading Outcomes for Students with Reading Disabilities, 2017
By Dr. Jamie Metsala (MSVU), and Margaret David (Cole Harbour Foundation)
- Automaticity with sublexical patterns made a unique contribution to fluency outcomes in this sample of students with reading disabilities.
- In the context of the reading program examined, all age groups made significant and meaningful standard score gains on reading fluency.
- Young children did not score higher than the two older groups on measures of oral reading fluency or reading comprehension; bringing into question conclusions drawn from prevention versus intervention studies.
Identifying Phonological Awareness Deficits with Event-Related Brain Potentials
Randy Lynn Newman, John F. Connoly, Kim McIvor, Wayne MacDonald & Sarah Arnold
Identifying Phonological Awareness Deficits with Event-Related Brain Potentials.' 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.
An Examination of Reading Skills and Reading Outcomes for Youth Involved in Crime Prevention Program, 2017
By Dr. Jamie Metsala (MSVU), Margaret David and Sarah Brown (The Cole Harbour Foundation)
Identifying Phonological Awareness Deficits with Event-Related Brain Potentials.' 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.
What Works Clearing House 2007
In 2007, the What Works Clearinghouse, funded by the U.S. Department of Education, released its findings of a massive undertaking of rating the top reading programs available today. The following PDF explains the strengths of numerous programs and gives the comparison of success. SpellRead tops the list at number one.
Evaluation of SpellRead by Florida Center for Reading Research (Wahl, 2006)
The FCRR identified SpellRead as a scientifically based reading intervention program, identifying the following strengths, among others:
- Multiple and varied phonemic awareness and phonics activities are included
- The format is explicit, highly structured, step-by-step
- Intense focus on fluency was noted
- Review begins each phase to ensure a firm foundation
- Teacher’s Manual is clear and easy to follow
- Consistent questioning during Share Read guides students’ focus
- Written responses clarify whether students understand what they have read
- Studies demonstrate substantial gains across grade levels and among students with differing ability levels
- No weaknesses were noted
Power4Kids 2003-2007
Schools spend significant funds and resources on programs, products, and services that aim to improve reading skills, yet there is little research evidence on what interventions work best, and for whom. To carry out this evaluation, Mathematica collaborated with the Florida Center for Reading Research, the American Institutes for Research, the Allegheny Intermediate Unit, and the Haan Foundation for Children.
