Research Library

Our mission at Halifax Learning is to provide evidence-based programs that deliver effective, sustainable, results for all students, regardless of their learning differences. Halifax Learning is committed to investment in ongoing research and development to further enhance program delivery. Learn more about our Active Research with Dalhousie University. The documents sited below are evidence of the research supporting the effectiveness of our Gold-Standard, reading intervention program, SpellRead spanning from 2003-2017.  This library showcases the effectiveness of not only the SpellRead program in general, but also the expert delivery model and track record of student success achieved by the staff at Halifax Learning.

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.

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)

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

  • SpellRead was accepted as only one of four programs included in the POWER4Kids clinical trial, the second largest reading clinical trial ever undertaken in the United States. Over 800 students from grades three and five participated from 40 different schools, and the results from SpellRead lead the pack in measurable and tangible gains.
Halifax Learning is proud to be locally grown, gold-standard and evidence-driven.