SuperReading for Dyslexics 
Back in 1995, I developed a program to help people read faster, more accurately and remember more. As greater numbers of people came through the course, some of them reported being dyslexic. I didn’t know much about dyslexia back then, but offered the same guarantee to at least double their incoming reading abilities. To their surprise, these people often became the best readers in that particular group.
In 2008 I had the pleasure and good fortune to meet Dr. Ross Cooper of London South Bank University. I told Dr. Cooper about the results I had achieved with dyslexics, though he was quite sceptical. We ran a test group and the results were what I had seen before. Since then, Dr. Cooper has run several courses and taught others to teach it as well. The results have been improving, and according to Dr. Cooper, most anyone entering this program will achieve these results if they practice the techniques. In his opinion, “It is only a matter of time and effort.”
Description: SuperReadingTM has a proven track record for helping dyslexic readers make advancements in comprehension, speed and recall not previously seen. The measurable results, as verified by at LSBU, have resulted in the course being fully funded by Student Finance England for dyslexic university students.
SuperReadingTM is NOT SPEED READING.
Combined with our SuperMemory tools, SuperReadingTM gives dyslexic readers the sills they need to compete equally in our competitive world. In fact, many of our readers end up with Reading Effectiveness scores surpassing those of non-dyslexic readers.
We focus mostly on Comprehension and Accuracy. The speed is there, but what good is speed if you don't recall what you read?
It is our patented Eye-HopTM exercises which make the difference. By practicing these exercises, over a matter of eight to twelve weeks, dyslexic readers gain the ability to process multiple words at a glance. Coupled with our other practical reading techniques and strategies, reading becomes easier, more productive and they can better recall what they read.
Who would benefit?
Anyone who has been diagnosed as dyslexic. We have also found that SuperReading is effective with ADHD and other learning challenges, though these have not been independently verified.
Course Length: Six classes that meet once a fortnight. The classes are 3 hours in length. Class time can be reduced with less time to practise.
Draft Paper submitted to the Journal of
Inclusive Practice in FE & HE
Vol 1 Number 2 (Spring 2009)
The aim of this study was to gauge whether the impact of a reading course for degree level adult dyslexic readers (n=15) was sufficiently robust to justify more extensive research and experimentation. While recognising the limitations of this pilot research and the methodological difficulties of measuring ‘comprehension’ gains, the ‘reading effectiveness’ of the group appeared to double in ten weeks. A t-test provided a statistical significance of p<0.002. There was also a statistically significant negative correlation between pre-course TOWRE nonword test scores and the percentage improvement in reading effectiveness. This is surprising and worthy of further investigation in itself, since we might normally predict that those with the most phonological difficulties are likely to make the least progress, not the most. All the participants were enthusiastic about the positive impact of the course on their reading and report a range of affects such as increased stability of print, pleasure and speed of reading. We can conclude that the apparent effect, and the nature of the correlation between the effect and difficulty reading nonwords, is sufficient to justify further research and experimentation.
INTRODUCTION
Background
This research trial arose in a specific context. Ron Cole approached LLU+ after teaching his ‘Super Reading’ course for fifteen years with the observation that dyslexic readers appeared to make the most progress. The intention was to begin to evaluate this observation and to try to understand the experience of dyslexic readers on his course. I was particularly interested in his unusual approach to teaching reading improvement, because it was based on an eye exercise.
The specific purpose of the trial was to gauge whether there was a measurable impact on dyslexic readers that would justify further investigation, investment and collaboration.
This led to a set of research questions:
1. How can we measure improvements in comprehension as well as speed?
2. To what extent might a visual approach to reading overcome phonological difficulties?
3. How might readers with visual processing and tracking difficulties experience a visual approach to reading?
4. To what extent are existing tools to measure reading inappropriate?
5. Might the focus on what is easy to measure have misled researchers away from what is important about the nature of reading?
Of all these questions, the most methodologically difficult is how to measure improvements in comprehension when we know that a great many factors are involved (Ellis, 1993), including :
- interest
- prior knowledge
- level of tiredness, or stress
- vocabulary
- difficulty of the text
- motivation
- language development
- working memory
- decoding skill
- speed of reading
- reading styles & strategies
- culture background and knowledge of schema & genre
- Colour of paper and text
- fonts
- Since all the participants were undergraduates, or postgraduates, the texts used to measure comprehension were at an advanced level and there was no differentiation for any difficulties with reading or visual stress. Since four of the participants were below 16th percentile for all four standardised measures of reading prior to the course (WRAT4 single word and comprehension and TOWRE single words) and only two were above the 16th percentile for all four measures, this seemed a very challenging assumption.
Predictions
We made the following predictions:
1. Reading effectiveness would double if the participants practiced ‘eye-hops’ for half an hour a day.
2. The WRAT single word reading and TOWRE nonword reading scores are likely to remain static over the same time period
3. WRAT comprehension scores are likely to rise, but as these are untimed sentence level cloze tests, the rise may be minimal
4. The time taken to do reading tests is likely to fall.
5. TOWRE sight recognition scores may improve due to increased speed of visual recognition.
These predictions are predicated on the contention that existing standardised tests are poor measures of real reading (Hansen et al, 1998); that this trial is likely to highlight the inadequacies of the assessment tools as much as the impact of the course.
I had hypothesised that those with poor reading skills (four of whom were also bilingual learners) would be unlikely to make as much progress as those with more advanced reading skills (and the advantage of English being their first language). This view was not shared by Ron Cole.
Subjects
The course began with 20 participants. For the purposes of this project, we defined those who were 'compensating' for their dyslexia by pre-course standardised scores on the WRAT lying within an 'average range' (even for the range of scores representing a 95% confidence interval).
Mean pre-course WRAT scores
|
|
Reading |
Comprehension |
|
Participating |
108 |
109 |
|
Non-Participating |
84 |
84 |
|
All Participants |
96.5 |
98.6 |
Twelve of the participants fell into the ‘compensating’ category (although eight of them achieved scores on the TOWRE below the 16th percentile). Eight participants can be categorised as the ‘non- compensating’ group. Four of the ‘non-compensating’ group were also bilingual.
Selection of subjects
London South Bank University Centre for Learning Support & Development emailed all dyslexic students on their database, letting them know that a free reading course was available as part of pilot research. The timing of the course, in the lead up to the summer exams, was not ideal. All interested participants with a diagnosis of dyslexia who were available at the specified times were accepted onto the course. Sixteen students were enrolled onto the course through this means. Four dyslexic staff at LLU+ were also invited onto the course.
Drop out
Four of the students dropped out of the course after the first session. Only one of these drop outs responded to requests to discuss the reasons. There were three:
- she felt very uncomfortable being 'tested' in a group.
- she had felt overwhelmed by the first session and uncertain about what 'instructions' she might have missed.
- she was already overloaded by course work and did not find any time to practice the 'eye-hops' between the first and second session.
- However, in a post-course interview, she expressed the view that she felt that the techniques she had learned, had she had time to practice them, were 'probably beneficial'.
One of the invited dyslexic professionals (an assistive technology tutor) dropped out on the birth of his daughter. He also expressed the view that the course was 'useful'.
The ‘Super Reading’ course
The course was taught entirely by Ron Cole over six three-hour sessions. The sessions were held once every two weeks. Participants were taught a range of skills and practices including how to practice 'eye-hops', how previewing and reviewing reading was beneficial, the importance of using their finger to track text and a memory technique. The sessions were intended to be motivational and enjoyable which may have produced a ‘Hawthorne’ effect (Sprott, 1952). Comprehension was always prioritised over speed. The instruction, ‘read this as fast as you can while fully understanding it’ was therefore an instruction often repeated.
Participants were asked to agree to practice the eye-hop exercises for a minimum of half an hour a day. In the post course interviews, it became clear that very few participants managed this. We averaged around 15 minutes a day.
Within each session, participants tested their reading with prepared texts and comprehension questions. 'Reading Effectiveness (RE)' was calculated by multiplying the words per minute by the percentage of correct answers given to the questions. The methodological implications are discussed below.
On course
The testing process during the course was as follows:
1. Participants were asked to read the test texts as quickly as they could while fully comprehending them.
2. At an agreed moment, test texts were turned face side up, but not yet looked at.
3. At a further agreed moment, participants began to read their text as a large digital clock began timing on the smart board.
4. As soon as they had finished reading, participants turned over their texts and recorded the time taken to read it.
5. They then turned over the questions and answered them as fully as they could, before turning the questions back over.
6. Once everyone had completed this, at an agreed moment, the process started again, the texts were reviewed, a second time taken was recorded and a second comprehension score recorded.
7. Participants were then helped to calculate their words per minute and reading effectiveness for ‘first’ and ‘review’ reading.
All test texts were exactly 400 words long. They included large numbers of numerical and other details that were often included in the questions. During the process, Ron Cole watched carefully for anyone forgetting to check the time, so that timing errors could be reduced. From session two, participants were invited to preview the text for up to the first 30 seconds of reading time during the first read through. This time is included in all calculations of words per minute. For the purposes of the research, all calculations of reading effectiveness were checked.
All test texts were randomised during the length of the course so that intrinsic difficulties of particular texts, or the questions, could not play a role in the apparent development of reading effectiveness progress. There was no differentiation of texts for readers of different 'ability'.
Pre & post tests
All participants were given a range of reading tests before and after the course. Standardised tests were chosen that could be administered twice to check on 'progress': WRAT4 Reading & Comprehension, TOWRE Sight and Nonwords. These tests are not without limitations and methodological difficulties. All have been standardised on USA populations which makes it difficult to interpret the results meaningfully. The TOWRE has only been standardised up to the age of 25 and the average age of the participants on the course was 41. This means that the scores must be treated with caution, although the primary purpose of using these tests was to look at comparative results rather than absolute results.
Another methodological problem is that these tests are not good tests of reading, particularly the single word tests, since reading words in combination is very different from single word reading (Ellis, 1993, Tadlock & Stone, 2005).
The time taken to administer the WRAT4 was recorded because we had predicted that the time taken would change from pre to post course. It was explained to participants that the WRAT4 was 'not a timed test, but I am going to time it to gather more information'. Since the TOWRE is timed, it was hypothesised that the TOWRE sight word scores would rise to reflect the additional speed. Since reading in context provides a range of semantic and syntactical cues to support word recognition, the increased understanding predicted when reading was not necessarily expected to improve single word recognition.
The WRAT comprehension test is clearly intended as a reading comprehension test. However, it has a number of flaws. Comprehension is limited to sentence level, rather than discourse. More importantly, it presents 'word finding' problems (Wolf & Bowers,2000) that often overshadow comprehension. Most of the participants reported that the main difficulty was finding the right word to fit the space. For the four bilingual learners and one of the non-bilingual learners, finding grammatically acceptable words was also reported as a major problem.
Using a similar test twice can be methodologically problematic for two distinct reasons. The first is that the testee has a better understanding of the nature of the test, and has practiced whatever skill is required. The second is more relevant to children than adults, since we can expect a child to have made progress in their reading skills without any additional intervention in the intervening time. This temporal effect can also apply to bilingual learners, although in this case, all 4 bilingual learners had been learning English for a minimum of 7 years, so a 10 week period is unlikely to account for any change. The WRAT4 manual claims that test re- test scores can be expected to rise by 2 standardised points.
Action research
An important aspect of the research methodology was to explore the subjective experience of the participants on the course, including my own as a dyslexic reader. This was supported by discussing the experience of the course and tests with participants, including two dyslexic colleagues among the participants. It was expected that this would help provide a range of insights that would promote a better understanding and interpretation of the experience and of the test scores. This runs the risk of influencing my interpretation of tests, but this risk was considered small in an exploratory trial intended to understand the experience of learners as much as measure their progress. Care also had to be taken that no tests were used with which any participant was familiar. Since the WRAT4 was a relatively new test, none of the participants were familiar with the content except me, having begun to use WRAT4 (and TOWRE) with learners. My own test scores on these tests were excluded from the data. None of the other participants had any experience of the TOWRE. One other participant was familiar using WRAT3 with learners. Some of the participants thought that they might have used the WRAT3 as part of their own assessment.
Reading Effectiveness
Reading effectiveness, as measured, increased dramatically over the 10 weeks. All participants benefited, from a 22% to a 408% increase. On average, RE increased by 110%. It could be hypothesised that comprehension practice alone could improve the RE scores. However, we would not then expect that those with the lowest test scores prior to the course would gain the most.
It is interesting to compare those who were 'compensating' with those that were ‘not’. Comparisons remain tentative, because the group sizes are small (n=8+7=15). It should therefore be stressed that this comparison is for descriptive purposes, since the differences do not achieve statistical significance. Nevertheless, in this trial the ‘non-compensating’ group made more progress in reading effectiveness (expressed as a percentage) than the ‘compensating’ group (140% compared to 80%).
Interestingly, in the first session, reading speeds changed very little for both groups between the first reading of the test text and the review reading:
|
FIRST SESSION: |
wpm (first read) |
Comprehension |
wpm on review |
Comprehension |
|
Compensating |
215 |
51% |
215 |
76% |
|
non-compensating |
108 |
41% |
110 |
66% |
|
All Participants |
165 |
46% |
110 |
66% |
Whereas the speed changed dramatically during the test in the final session:
|
LAST SESSION: |
wpm (first read) |
Comprehension |
wpm on review |
Comprehension |
|
Compensating |
228 |
79% |
580 |
94% |
|
non-compensating |
179 |
64% |
241 |
87% |
|
All Participants |
205 |
61% |
91% |
91% |
We can also see that comprehension scores rose significantly at both stages. By the end of the course, the ‘non-compensating’ groups’ reading speeds and comprehension both exceeded the scores achieved by the compensating group at the beginning of the course.
For each of the differences between pre- and post-test average scores reported here for all participants, the statistical significance of the difference was tested using a paired t-test. Despite having a small sample, statistical significance was achieved for the increased ‘comprehension’ (p<0.02 at first read through, p<0.001 at review), and for the increased speed of review (p<0.001).
At the end of the course, the ‘non-compensating’ group are reading a mean of an additional 71 words per minute at the first read stage and able to answer over half as many questions again. Overall the group is reading at a mean of an additional 40 words per minute and answering a mean of 15% more questions correctly. At the review stage, participants are reading a mean of an additional 256 words per minute (doubling their reading speed) and answering an additional 20% of the comprehension questions correctly.
Reading effectiveness scores can be calculated for both the first read through and the review reading stages of the test, however, for the purpose of comparison, a 'combined RE' score was calculated. This is because the slower the reading speed at the first read through, the more we can expect to have been understood (or memorised) and the faster the second read through becomes (and vice versa). In other words, the RE scores from the first read through and the review are not independent variables. Combining them therefore provides a better measure of progress. This was done by adding both reading times together, calculating a 'combined wpm', and multiplying by the final comprehension percentage.
|
|
Combined RE session 1 |
Combined RE session 6 |
|
Compensating |
80 |
153% |
|
Non-compensating |
36 |
86% |
|
All Participants |
59 |
118% |
The improvement from session 1 to session 6 is highly significant (p<0.002). By the end of the course, the ‘non-compensating’ group have exceeded the original combined RE score of the 'compensating’ group.
There is also a statistically significant negative correlation between TOWRE nonword scores and the percentage progress made (- 0.767, p<0.01), meaning the lower the TOWRE nonword scores, the greater the percentage gains in ‘reading efectiveness’. There is less correlation with TOWRE sight word scores (-0.310, which is not statistically significant).
Although we expected a correlation between the reported hours of practice and progress, there was very little correlation. However, this was difficult to gauge. Once the participants began to use their 'pattern reading' skills with ordinary text, their real practice times became very difficult to report.
Pre & Post Standardised Test Scores
WRAT4 Single reading.
As predicted, the standardised scores changed very little.
|
|
Pre-coure test |
Post course re-test |
|
Compensating |
107.7 |
116.4 |
|
Non-compensating |
83.6 |
78.3 |
|
All Participants |
96.5 |
98.6 |
Overall, the 'compensating' group achieved their higher mean test result (+0.58 SD) in 82% of the time of the pre-course test. The non-compensating group achieved their lower mean test result (-0.35 SD) in just 33% of the time of the pre-course test.
Dealing with such small numbers can be misleading. The combined results of all participants show a mean rise of 2.1 in standardised score, which is consistent with test/re-test expectations.
WRAT Reading Comprehension
These scores remained stable over the 10 weeks.
|
|
Pre-coure test |
Post course re-test |
|
Compensating |
109.1 |
106.1 |
|
Non-compensating |
84 |
84.4 |
|
All Participants |
96.6 |
95.3 |
Overall, the mean standardised score changed from 96.6 to 95.3, while participants took 80% of the time for the re-test than was taken for the pre-course test.
TOWRE tests
As the TOWRE subtests are sensitive to reading speed, we expected the sight word scores to increase, but not the nonword scores.
TOWRE sight word
|
|
Pre-course test |
Post-course test |
|
Compensating |
90.2 |
97.2 |
|
Non-compensating |
69.5 |
75.5 |
|
All Participants |
79.8 |
86.3 |
|
|
|
(p<0.002) |
TOWRE nonword
|
|
Pre-coure test |
Post course re-test |
|
Compensating |
9.9 |
95.9 |
|
Non-compensating |
71 |
73.7 |
|
All Participants |
81.6 |
85.5 |
|
|
|
(p<0.04) |
Reading Effectiveness
Since the calculation of 'reading effectiveness' is dependent on both speed and the percentage of correct answers given to the questions, ‘reading effectiveness’ inevitably includes arbitrary elements. How might a reader have answered a different set of questions? How might their comprehension be affected by their interest in the subject matter, their prior knowledge, their vocabulary? These are difficult questions to address and are best handled by a larger sample than available in this trial. The scale of the apparent gains, their statistical significance and the subjective experience of increased reading speeds with comprehension, are, however, difficult to ignore.
It was also surprising to validate Ron Cole's assertion that readers with the lowest reading scores on all measures at the beginning of the course, made better than average progress. For example, the four bilingual readers improved their reading effectiveness by 122%.
As already argued, reading text involves much more than phonological decoding. The correlation of reading effectiveness (RE) improvement with difficulties reading the TOWRE nonwords is particularly interesting and appears to support the view that readers with phonological decoding difficulties will make better progress by building on their strengths rather than trying to remediate their weaknesses (Butterworth, 2002). This interpretation of the findings would benefit from further investigation.
Pre & post test results
WRAT4 single word reading
Individual test/re-test scores, in the main, stayed within the 95% confidence interval range between pre and post course tests.
Two of the 'compensating' group achieved test scores higher than the 95% confidence interval on the post course test (123 to 131, and 104 to 116). Both of these individuals maintained that they experienced better print stability following the 'eye-hop' exercises.
One of the 'non- compensating’ group achieved a score below the 95% confidence interval (87 to 76). But this score was achieved in 20% of the time taken for the pre-course test.
The comparison between pre and post course test scores is interesting for two reasons:
- As predicted, the scores changed very little. This appears to confirm that untimed single word reading test scores provide little meaningful correspondence with real reading skills, (Tadlock& Stone 2005).
- The second is that similar scores were achieved in only 40% of the time taken in the pre-course test. This appears to indicate that real improvement in tracking and visual recognition has resulted from the intervention. It could be argued that a saving of 60% time is a valuable gain in itself. Indeed, the ‘non-compensating’ group achieved their scores in 33% of the time.
WRAT4 Reading Comprehension
Since this is intended as a test of comprehension, we might have expected these test scores to rise. Consequently, this result appears to undermine the claim of the course to improve comprehension. However, the WRAT4 test scores are affected by both word retrieval difficulties and grammatical expression. Participants often expressed that they understood what they were reading, but could not think of the right word to fit in the gap.
One of the 'compensating' group achieved a retest score below the 95% confidence interval (128 to 117). However, this was achieved in 41% of the time taken for the first test.
One of 'non-compensating' group scored above the 95% confidence interval on the re- test (68 to 78). This was achieved in 73% of the time of the pre-course test.
This test is also a test of comprehension at single sentence level. This means that the context is restricted unlike a page of text which provides extended cues for expectations and meaning.
Overall, the test scores were therefore relatively stable, despite increased speed. The mean time taken to achieve similar test scores was 80% of that taken on the first test. The reduced time in which the scores were achieved has a statistical significance of p<0.05.
TOWRE sight words
It is important to remember that almost all the participants were above the ceiling age for the TOWRE standardisation. The scores cannot therefore be used as more than a comparative indicator of change for individuals over time. However, as we had predicted, scores on the TOWRE sight words increased. This appeared to be for two reasons.
- More words were read in the 45 seconds
- Less visual misrecognition occurred.
- This appears to support the subjective views expressed that the 'eye-hop' exercises had improved print stability. One participant had noticed that they now found music easier to read; that they could take in larger passages of music at once and were able to recognise note positions more easily and accurately. Increasing the TOWRE sight recognition scores by almost half a standard deviation in just ten weeks can be considered to be a significant improvement.
TOWRE nonwords
We had predicted that nonword reading would not improve, since there has been no phonics of any kind as part of this course. Indeed, readers were gradually encouraged to abandon sub-vocalisation until reading for meaning required no phonetic attack or repair. It was therefore a little surprising to discover that these results rose by 0.26 of a standard deviation. The explanation for this probably resides in the improved tracking and stability of print. Some researchers argue that improvements in reading enhances phonological awareness (Morais et al, 1987). I would suggest that this is unlikely in this context- just 10 weeks and the reduction of sub-vocalisation encouraged. However, before nonwords can be decoded, they must first be visually tracked accurately. Consequently, any performance on a nonword test must include some measure of visual processing of text. I would suggest that the increased scores are most likely to be explained by improved speed and accuracy of tracking and stability of print, rather than any improvement in phonological awareness.
This research project was designed to identify whether there was an effect that needed further investigation. Results need to be treated with caution because there was no control group and the sample is relatively small (n=15). In addition, the TOWRE is only standardised up to the age of 25.
The trial was successful in confirming that there is a sizeable effect that needs further investigation. With this small sample, the impact appears consistent and dramatic. The apparent ‘reading effectiveness’ of the participants has doubled in 10 weeks and all the participants report dramatic improvement in both their speed of reading and the stability of print where this was a prior difficulty.
One of the most exciting indications is that those with the most reading difficulty made the most progress (measured as a percentage gain), despite no differentiation of reading material or tests. Even more interesting is the strong negative correlation between RE progress and pre-course TOWRE nonword scores (p<0.01). This would appear to indicate that the reading course enabled reading effectiveness to improve most dramatically for readers with phonological difficulties without addressing phonological difficulties at all.
It was stated at the beginning that a significant methodological problem is that we do not have fit- for- purpose tools for measuring reading comprehension. Indeed, reading comprehension is such a complex process that good tools are very difficult to design. In this methodological vacuum, we used a range of available tools and designed our own measures of ‘comprehension’.
The project has provided further evidence to challenge the appropriateness of existing single word tests to measure reading skills. They may predict reading difficulty, but they do not necessarily provide clear indications of how to improve reading skills (Torgesen, et al, 2001). However, it must be acknowledged that our own measures of reading ‘comprehension’ were flawed.
We had recognised that using multiple choice questions to measure comprehension can lead to false positives due to factors such as the ability to elimination unlikely answers, taking risks and sheer chance. We attempted to avoid these by asking highly specific questions that could not be known without detailed reading of the texts, and that were very demanding of the reader. The problem with these is that they also tested detailed short term memory. This demand slowed the participants reading, because we had to dwell on details which most readers would normally 'look up' if they needed them.
The experience of being 'slowed down to memorise detail' was a common one. I would therefore suggest that the RE increases are artificially low as a measure of the benefit of the course. For example, my own reading speed with 'good' comprehension has risen from around 250wpm to 850wpm. This makes reading texts or marking assignments much faster. This speed is similar to the 'review speed’ on my last test (857wpm). Discussions with participants, and referring to the loosely measured speeds with which they read novels towards the end of the course, appears to confirm that this is more representative of our new reading with comprehension speeds. The mean final review speed of the group was 580wpm (but ranged between 100wpm to 1500wpm). The mean review reading speed for the non-compensated dyslexic group at the end of the course was 241wpm (this is 26wpm faster than the review speed of the ‘compensating’ group at the start of the course, with 15% more questions answered).
The action research element of the research project provides additional evidence that the reading course was beneficial, since everyone interviewed after the course confirmed that they had experienced direct benefits from the 'eye-hop' exercises and intended to carry on with them.
There were 3 participants who experienced particular tracking difficulties at the beginning of the course. Two of these were colleagues who remained unconvinced by the course for the first 4 sessions. They relied heavily on phonetic decoding and sub-vocalisation. Both considered themselves good readers prior to the course. They all found that the use of the finger during 'eye- hops' was distracting. They found the gradual move from sub-vocalisation to visual reading was a difficult process for them.
In contrast, others on the course described the process very positively. For example one participant said,
- 'When I started doing the 'eye-hops' it felt like changing from walking (where I said every word) to beginning to run, where I only said the words when my 'feet' came down. They always seemed to be the important words, I don't know how that happened. As I got faster and faster I ended up 'flying' where my feet didn't touch the ground at all!'
In contrast, the three ‘sub-vocalisers’ resisted the experience and made little progress from session to session. However, on the 4th or 5th session they suddenly found that they were able to comprehend text without full sub-vocalisation and they then made dramatic progress. All of them changed their opinion of the course and expressed the intention to continue with the visual approach, ‘since I feel that I’ve only just started to get the benefit.’
Until this 'break through' I had begun to believe that the course suited those dyslexic readers who had phonological difficulties by building on visual strengths, rather than those who had visual processing difficulties. But this sudden breakthrough appears to indicate that it is merely a matter of time; that skilled reading is essentially a visual process and requires visual tools.
A possible hypothesis that progress on the course was simply depressed by visual processing difficulties giving rise to an artefact of a negative correlation with TOWRE nonword scores is inconsistent with the evidence. Progress also correlates negatively with the TOWRE sight word scores (meaning that the lower the sight word scores, the greater the progress), but the correlation (-0.308) is weak compared with the negative correlation with the TOWRE nonword scores (-0.767), and indeed weaker than the negative correlation with the TOWRE combined scores (-0.545).
Participants described the experience of increased print stability and improved reading. One described reading a whole book for the first time. Many of how their pleasure in reading has increased. Another finding music easier to read (see above). Another described how he had noticed that, from being a slower reader than his girlfriend, he was now faster and having to wait for her to finish shared reading. I also find that I am taking much less time to assess dissertations. I read three times more books on my summer holidays than I ever have before.
Evaluation
The trial provides very good evidence of a dramatic effect that has improved the reading effectiveness and pleasure of all the participants. It remains to be seen precisely what causes the effect. There were a number of factors involved. The teacher's charisma and ability to engage and motivate the participants is one factor, although it is difficult to imagine that simply motivating the participants could have such a dramatic impact when reading difficulties have been a lifelong and intransigent difficulty for many of the participants. Nevertheless, it will be important to discover whether the effect is transferable; that the effect is a product of strategy rather than charismatic teaching.
The most obvious critical explanation for the effect is flaws in the measuring methodology. This would argue that the effect was caused by variable comprehension test validity and participants learning how to do the tests more effectively, rather than the test results measuring any real change in skill. There is some evidence to support this view. Learners learned how to preview more effectively and began to read more strategically, particularly once they realised how detailed the 'comprehension’ question were. However, there is also considerable evidence to the contrary, including:
1. The reading tests were randomised.
2. Learning good test strategies alone would be difficult to account for the gains.
Let us take one example. Just one of the participants realised that she found reading far more efficient if she knew what the questions were first. She therefore changed strategies to read through quickly the first time, find out what the questions were, and then take more care to read through the ‘review’ knowing what she was looking for. On the surface this looks like good evidence that strategy can account for much of her improvement. However, the time taken to review the last test (when she achieved 90% 'comprehension') was just 80 seconds. This compares with over 5 minutes to achieve 90% comprehension in the first test. In addition, although she only skim read the text in 48 seconds during the last test, she achieved a 40% comprehension, compared with almost 6 minutes in the first test when she scored a 50% comprehension.
Learning to preview and ask questions of the text are generally considered good reading-for-meaning skills. So the strategies that might account for some of the improvement are part and parcel of good transferable reading strategies. Therefore, rather than be discounted as alternative explanations for reading improvement, they could be considered a legitimate part of the improved skills being evidenced.
In addition to this, improvements in the RE scores are also reflected in the improved TOWRE scores and the increased speed with which WRAT4 scores were achieved.
Teaching preview skills is an important metacognitive strategy. What the course was very effective in demonstrating is that readers succeeded in answering more questions in less time when they used the first 30 seconds of reading time to preview the text than when they did not. Although I teach the technique, I did not use it myself if I thought that time was of the essence. I have now learned that failing to do so is a false economy.
While many dyslexic readers can appear to overcome their reading difficulties, the progress made during this course in 10 weeks is, in my experience, unprecedented. This may be partly because very little research has been undertaken to evaluate reading comprehension, recognising that it is methodologically problematic. Yet improving reading effectiveness must lie at the heart of any reading intervention.
Research funds are now needed to extend the pilot project. This trial has provided very good evidence of an affect, we now need to establish with more certainty precisely what has created it and to what extent it is transferable. This can only be done with further trials involving a larger sample and control group. The participants on the course seem in little doubt that it is the ‘eye-hop’ exercises that made the difference, but there were other factors at play on the course. The next phase of the research would benefit from reducing the memorisation necessary to achieve 'comprehension' scores.
We can expect that the course would be particularly effective for any dyslexic learners progressing to higher level courses that put more pressure on reading skills. This tends to occur quite suddenly as learners progress to A- levels, but in particular when they progress to university. We are very interested in trialling the intervention with students just prior to progressing to university and can foresee a strong argument for the DSA paying for the intervention, since it could be very effective in preparing students for university. Indeed all the students expressed the view that they wish they had been able to take this course before they started their university courses rather than during them (and particularly not during their preparations for exams).
In order to develop the framework for further research, we are planning to be trained at LLU+ to teach the Super Reading course. This would give us the capacity needed for the more extensive research and allow us to evaluate the transferability of the course.
Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1). http://www.readingmatrix.com/articles/bell/index.html
Butterworth, B, (2002) Lost for Words, in Tim Radford (Ed.) Frontiers 01: Science and Technology, Atlantic Books
Ellis, A. (1993), Reading Writing and Dyslexia, a cognitive analysis. Psychology Press Ltd.
Hansen, J. Johnston,P., Murphy S. & Shannon P. (1998) Fragile Evidence: A Critique of Reading Assessment, Lawrence Erlbaum Associates.
Hill, J.K.(1981) Effective reading in a foreign language, English Language teaching Journal, 35 270-281.
Sprott,W.J.H (1952) Social Psychology, London, Methuen,
Tadlock, D. with Stone, R (2005) Read Right! Coaching your child to reading excellence, McGraw-Hill.
Torgesen, J.K., Alexander, A.W., Wagner,R.K.,Rashotte, C.A.,Voeller,K.K.S. & Conway,T.(2001) Intensive remedial instruction for children with severe reading disabilities. Journal of Learning Disabilities, 34(1), 33-58
Wolf, M. & Bowers, P.G. (2000). Naming-speed processes and developmental reading disabilities: an introduction to the Special issue on the double-deficit hypothesis, Journal of Learning Disabilities, 33[4], 322-324
UPDATED RESULTS & STATISTICAL ANALYSIS 1 May 2009
I have now got all the data for the group of 11 that just did the reading tests with no course.
From the first to the last test, their reading comprehension and first read wpm all dropped slightly by -2 to -5 %. The review read speed increased slightly by +12%. These are all well within the fluctuations you might expect by chance. The mean difference in what I call the combined RE scores is -7% (This varied between -49% to +27%). So practicing the tests made no difference to scores.
None of these results for this group have any statistical significance (which means that the maths says they happened by chance).
If we compare this with everyone else who has done the course here:
1. Increase in first read wpm = +23%
2. Increase in first read comprehension = +26%
3. Increase in review wpm =+161%
4. Increase in review comprehension = +18%
5. Increase in first read RE = +53%
6. Increase in review RE = +204%
7. Increase in combined RE = +85% (individually this varied from +9% to +408%. Since the individual test variations in combined RE scores can be up to about +/-50%, it is fairly safe to say that the extreme individual results are probably partly explained by up to that variation).
The statistical significance is calculated by how many chances out a hundred the results could happen by sheer chance. Less than 5 times out of a 100 (p<0.05) is the threshold for deciding it is statistically significant. All of these results are much more significant than that.
1. 2 out of 100 [ Increase in first read wpm = +23% ]
2. Less than 7 out of 10,000 [ Increase in first read comprehension = +26% ]
3. 1 out of a million [ Increase in review wpm =+161% ]
4. 4 out of 10,000 [ Increase in review comprehension = +18% ]
5. 2 out of 10,000 [ Increase in first read RE = +53% ]
6. 2 out of a million [ Increase in review RE = +204% ]
7. Less than 1 out of 10 million [ Increase in combined RE ]
Note to Ron Cole:
We can safely say that the statistical analysis is in your favour. In addition, all the mean post-course wpm and comprehension scores of the dyslexic group are higher than the pre-course scores of the non-dyslexics (including in the non-dyslexic group the volunteers who included some pretty good readers). This means that this dyslexic group, on average, is now reading slightly faster with slightly better comprehension than the average reader. Pretty amazing.
-Dr. Ross Cooper
Dr Ross Cooper, Assistant Director, LLU+, London Southbank University
(r.cooper@LSBU.ac.uk)
We piloted Ron Cole’s SuperReading © course at LLU+, London Southbank University, with 15 adult dyslexic readers from January 2008. Despite my initial scepticism, both speed of reading and comprehension increased for all participants. In effect, reading effectiveness (including my own) doubled over the six sessions of the course (spread over 10 weeks). This was a pilot study to establish whether the claimed effect of the intervention appeared to work. The effect was dramatic and has been duplicated since with further readers. The pilot research is to be published in the peer reviewed Journal of Inclusive Learning in FE & HE (Sept 2009a). Since the pilot research, we have sought funds to finance further research involving control groups. Without this, it is not possible to establish with any degree of certainty, what is having the effect. Nevertheless, despite the initial relatively small group size, the effect was so large that the statistical significance of the effect was extremely high (p<0.001) and increasing with each further course as the sample size increases (currently less than 1 chance in a million that it could occur simply by chance).
Perhaps the most interesting feature of the effect is that those with the most difficulty reading nonwords make the most dramatic gains. This is despite the intervention involving no phonics. It involves metacognitive reading skills and an eye exercise designed to improve the visual processing of groups of words at speed. This effect cannot be explained away by ‘regression to the mean’, meaning that those with the weakest reading skills are making the most apparent gains as they move towards average reading skills, for two reasons. The first is that those with the most difficulty reading nonwords did not have the poorest reading skills in the dyslexic group. (We usually find that adult dyslexic readers who struggle with phonic attack develop very good reading for meaning strategies to compensate for difficulties with unfamiliar words allied with visual recognition of the meaning of words). Secondly, their reading skills generally developed beyond the mean, as we shall see below.
Perhaps the most obvious possible explanation for the effect is an inaccuracy in the measurement of it. However, unlike some recent research into phonics interventions with adults (Burton et al, 2009) which used the same tests before and after the intervention, we used different texts. The set of texts and questions the participant took before, during and after the intervention were randomised, so that differences in the difficulty or familiarity of a specific text or questions could not be an explanation for any differences across the group. In addition, standardised scores on TOWRE sight word tests increased by a mean of 7 standardised points (Cooper, 2009a), indicating that visual recognition of single words at speed improved (even though the intention was to improve the processing of multiple words, rather than single words).
We began to be left with very few possible explanations for the effect other than the intervention. We decided to see if the effect was duplicated when Ron Cole was not teaching the course, in case it was a consequence of his charisma. He trained a number of us to teach it, which we have begun to do. We also felt that this would increase our capacity if we could find the funds to finance larger scale research. This is where I feel that the results became even more interesting.
After the intervention, the mean reading speeds and comprehension of the dyslexic readers exceed the mean reading speeds and comprehension of the non-dyslexic readers (prior to the intervention). This is compelling evidence of a dramatic effect.
Measuring Reading Effectiveness
Two measures of both reading speed and comprehension are taken at each point in time. Participants are given a text of four hundred words to read in order to answer unseen questions. The reading speed is measured. The text is then removed and 10 questions provided. These questions are not multiple choice (which can generate false positives) and are designed to reduce the effect of prior knowledge by making sure that they focus on details in the text that are unlikely to be known prior to reading it. This means that the focus is on detail (and recall of the detail read) rather than general knowledge and inference. (This attention to detail and recall is usually particularly difficult for dyslexic readers and is likely, therefore, to underestimate the impact of the intervention on real reading where details can simply be looked up). Once completed, the questions and the first set of attempted answers are removed and the same text provided with the invitation to read it again to attempt to get 100% of the answers correct. This review reading speed is measured. Once answers to the questions are again attempted, comprehension for each set of answers is scored as a percentage.
Reading Effectiveness (RE) is measured for both the ‘first read’ and the ‘review read’ by multiplying the words per minute with the percentage of correct answers. So, for example, if the reader read at 200 wpm, and got 50% of the correct answers, the RE score is 200x50/100=100. If they read at 100wpm and got 80% of the correct answers, the RE score is 100x80/100=80. In this way, RE scores the effectiveness of reading for comprehension within a timescale. RE scores would increase if just speed or comprehension increased. However, both speed and comprehension increased for all the participants.
It was suggested by one of the participants that perhaps practicing the comprehension tests itself leads to the improvement. In the absence of a control group, we found 11 volunteers to take the comprehension tests as many times as the course participants in as close to the same circumstances as we could provide. Overall, neither their reading speeds, nor comprehension improved at all.
We now have a larger body of participants and can begin to make comparisons based on estimated standard deviations and mean scores. While this is no substitute for large scale independent research including control groups, it can provide very interesting perspectives on the comparative improvement of dyslexic, compared to non-dyslexic, readers. The overall group of non-dyslexic readers is still very small for estimating standard deviation (n=27). However, most of the additional non-dyslexic participants are teachers or teacher trainers. Consequently, it is likely that their initial mean scores are high compared to a random group of readers. I therefore intend to use these for illustrative comparative purposes knowing that this likely sets the bar high, and that the standard deviation measures are estimates.
One standard deviation below the mean is currently used as the cut-off point on standardised tests below which a learner can achieve access arrangements for exams. This therefore gives us a rough guide against a cut-off point familiar to dyslexia support teachers. More importantly, it gives us a comparative scale to judge the improvement in reading skills of the dyslexic group compared to the non-dyslexic group.
For each measurement I shall provide the mean score of the dyslexic participants (n=20) before the intervention, compared with the mean score of the non-dyslexic participants (n=27) before any intervention. I shall then give the mean score of the same dyslexic participants after the intervention. In addition to this I shall provide the percentage of participants who scored above the mean as well as the percentage that scored one estimated standard deviation above and below the mean. If we were making comparisons with a large random sample, we would expect the percentage above and below the mean to be 50%, and those one standard above or below one standard deviation from the mean to be 16%. With a small group such as this, the distribution of scores is likely to vary. This therefore gives us a more realistic comparison between the dyslexic and nondyslexic samples, recognising the limitations of the data. As I am comparing the dyslexic sample against the non-dyslexic sample, the non-dyslexic mean and estimated standard deviation is taken as the comparative yardstick.
Before looking at detail at each measure of speed and comprehension, I shall present an overview of the impact on participants through looking at ‘combined RE’ scores. This is a convenient way of comparing the total time taken from both reading and reviewing for the final comprehension. It is measured by adding the time taken for both sets of reading, divided by the number of words (giving a ‘total wpm’ score) multiplied by the percentage comprehension achieved after the review. This allows us to measure the combined effect of both sets of reading. It measures total comprehension scores against total time taken, thus providing the best overall comparative measure.
|
|
Mean combined RE |
% above the mean |
% below 1 st. dev below mean |
% above 1 st. dev above mean |
|
Pre-course dyslexics |
59 |
15% |
40% |
5% |
|
Pre-course non- dyslexics |
83 |
52% |
3% |
11% |
|
Post-course dyslexics |
114 |
55% |
5% |
35% |
The strategies taught on the SuperReading course of previewing, questioning text, using eye-hopping and ‘pattern reading’, and identifying what has been understood and reviewing the material all have an accumulative effect. They work together to produce an overall effect. Nevertheless, at every measure, significant improvements in speed and comprehension are made, although this is more pronounced in some measures than others.
First Reading Speed
|
|
Mean wpm |
% above the mean |
% below 1 st. dev below mean |
% above 1 st. dev above mean |
|
Pre-course dyslexics |
158 |
20% |
30% |
5% |
|
Pre-course non- dyslexics |
192 |
33% |
4% |
11% |
|
Post-course dyslexics |
201 |
30% |
15% |
20% |
First Reading comprehension
|
|
Mean comprehension |
% above the mean |
% below 1 st. dev below mean |
% above 1 st. dev above mean |
|
Pre-course dyslexics |
45% |
25% |
40% |
0% |
|
Pre-course non- dyslexics |
60% |
52% |
8% |
19% |
|
Post-course dyslexics |
57% |
55% |
30% |
15% |
First Reading RE
|
|
Mean RE |
% above the mean |
% below 1 st. dev below mean |
% above 1 st. dev above mean |
|
Pre-course dyslexics |
74 |
15% |
40% |
10% |
|
Pre-course non- dyslexics |
113 |
37% |
8% |
8% |
|
Post-course dyslexics |
118 |
40% |
30% |
20% |
Review Reading Speed
|
|
Mean wpm |
% above the mean |
% below 1 st. dev below mean |
% above 1 st. dev above mean |
|
Pre-course dyslexics |
164 |
10% |
30% |
5% |
|
Pre-course non- dyslexics |
261 |
22% |
3% |
19% |
|
Post-course dyslexics |
389 |
90% |
10% |
30% |
Review Reading comprehension
|
|
Mean comprehension |
% above the mean |
% below 1 st. dev below mean |
% above 1 st. dev above mean |
|
Pre-course dyslexics |
73% |
35% |
55% |
5% |
|
Pre-course non- dyslexics |
87% |
59% |
11% |
31% |
|
Post-course dyslexics |
91% |
80% |
0% |
40% |
Review Reading RE
|
|
Mean RE |
% above the mean |
% below 1 st. dev below mean |
% above 1 st. dev above mean |
|
Pre-course dyslexics |
125 |
5% |
45% |
0% |
|
Pre-course non- dyslexics |
224 |
30% |
8% |
19% |
|
Post-course dyslexics |
358 |
65% |
0% |
45% |
Although we are still seeking funds for larger scale research involving control groups, the evidence of an effect is compelling. Perhaps most tellingly, overall across all scores measured, 35% of the dyslexic group converted one or more score from one standard deviation below the mean prior to the intervention, to one standard deviation above the mean after the intervention; more than two estimated standard deviations.
To put all this data in context, if an average book is 120,000 words, prior to the intervention it was taking the dyslexic group almost 25 hours to gain a 73% comprehension/recall level. This compared with the non-dyslexic group taking slightly more than 18 hours for an 87% comprehension/recall level. After the course, the dyslexic group are taking 15 hours for a 91% comprehension/recall level. Controlled research could tell us more about what is causing it, but the evidence for the effect is now significant. Many participants on the course tell us that they wish they had done the course before entering university. Others tell us that text has stabilised so that they can now read music, or tables of numbers that they had great difficulty with before. Four of the dyslexic participants (20%) have read books for the first time in their lives. I personally save a day a week at work through more effective reading (and marking!) . However, it is the implications of the effect that are most far reaching. The Rose Review (2009) of dyslexia has based most of its demanded phonics intervention on the assumption that phonics intervention is a necessary prerequisite for improving literacy. Singleton (2009) argues that there is no research in peer reviewed journals to support ‘reading recovery’ methods with dyslexic learners and (perhaps forgetting that a lack of counter-evidence does not mean an argument is won) goes one unsupported step further, to assume that nothing but phonics would work on the basis of dyslexia being a ‘phonological deficit’. I have argued elsewhere (Cooper 2009b) that dyslexia is not a deficit, but a difference in the way we process information; that we are entitled to learn in ways that suit us, rather than be ‘remediated’ in the phonological deficit image. One of the most common characteristics of being dyslexic is a preference for and a facility in holistic processing of information, along with a difficulty with sequential processing of information. Basing the teaching of reading on phonemes is intrinsically sequential and bottom up rather than holistic and top down. In other words it starts with the meaningless mechanics, rather than with the purpose and meaning. This embryonic research is beginning to build a convincing evidence base that there is an alternative to phonics for dyslexic adults. I am very excited by it and we are now offering SuperReading to dyslexic students entering university. I have never known an intervention about reading (or indeed any other aspect of literacy) to have such a dramatic effect so quickly. That it can do so through group teaching with no differentiation of reading materials so cost effectively is, in my view, even more remarkable.
Burton, M et al (2009) Burton, Davey, Lewis, Ritchie & Brooks (2008) Improving Reading: Phonics and Fluency. NRDC.
Cooper, R (2009a), An evaluation of SuperReading with Dyslexic Adults, Journal of Inclusive Learning in FE & HE, September, 2009
Cooper, R (2009b) Dyslexia, in Pollak, D (Ed.) Neurodiversity in Higher Education; Positive responses to specific learning differences, Wiley-Blackwell
The Rose Review (2009) Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties, DCFS
Singleton (2009) Intervention for Dyslexia, A review of published evidence on the impact of specialist dyslexia teaching, ‘No to Failure’ Project.
LSBU Studies of
SuperReadingTM:
“Journal of Inclusive
FE and HE”
“PATOSS” paper
A quick synopsis
20 May 2011
To whom it may concern
I am Dr Ross Cooper. I have 32 years of teaching experience in schools, colleges and universities. I have spent the last 8 years at London South Bank University involved in teacher training and as Course Director of our MA in Adult Dyslexia Diagnosis and Support.
I was invited, as an independent ‘expert’, to evaluate SuperReading in January 2008. Claims were made that reading effectiveness (measured by speed x comprehension) would double in 10 weeks. This seemed highly unlikely to me. We ran pilot research involving 15 dyslexic adults. As a dyslexic academic, I also participated on the course. I was extremely surprised to find that our reading effectiveness did double. My own productivity as a result of SuperReading increased dramatically. We used a number of standardised tests before and after the course, and standardised scores on the TOWRE, in particular, increased significantly.
As a result of this, I asked for coaching from Ron Cole to become a SuperReading coach myself. The results of my own SuperReading students matched Ron’s. I have since enabled others to become SuperReading coaches, and their results matched ours. We now have results from 73 dyslexic students, and the results are growing stronger. We have run course in several universities including Cambridge, Kent and Essex. Every university has asked for further courses. We are also planning courses in Canterbury Christchurch, Liverpool, LSE, Plymouth, Royal Holloway and University of the Arts.
Although I have been teaching teachers to provide support to dyslexic students for 14 years, I have never known an intervention to have such a dramatic impact. The mean increase in standardised scores is 1.6 standard deviations (24 standardised points). Unsurprisingly, given this progress, the statistical significance is extremely high (p<10,000 million).
I have now standardised the reading tests used on the course (n=190) and can compare dyslexic scores with those of non-dyslexic readers. As would be expected, before the course, dyslexic scores are low. However, after the course 70% of dyslexic readers are above the mean and 44% achieve ‘above average’ scores, 22% achieve very high standardised scores (above 130- and 12% are above 145).
Student Finance England have been so impressed by the results that in consultation with Patoss and ADSHE, they changed their DSA guidance which now explicitly states that DSA funds can be used for group support for ‘speed reading’. (However, it should be noted that SuperReading has a geater focus on comprehension than ‘speed reading’ courses).
I am now no longer an independent researcher, but an enthusiastic practitioner and promoter of SuperReading. I believe that it will transform the educational possibilities for dyslexic learners.
Dr Ross Cooper, BA(hons), PGCE, PgDip ADDS, APC, Ph.D
LSBU Studies of
SuperReadingTM:
“Journal of Inclusive
FE and HE”
“PATOSS” paper
A quick synopsis
LSBU Studies of
SuperReadingTM:
“Journal of Inclusive
FE and HE”
“PATOSS” paper
A quick synopsis
LSBU Studies of
SuperReadingTM:
“Journal of Inclusive
FE and HE”
“PATOSS” paper
A quick synopsis
LSBU Studies of
SuperReadingTM:
“Journal of Inclusive
FE and HE”
“PATOSS” paper
A quick synopsis
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