The report was extremely useful and I wish I had it long ago. It delivered the results I expected but the detail of the report was a very pleasant surprise. I think this software is excellent. The customer service from Dr. Wise has been timely and friendly. My expectations have been exceeded.
We have been working with the Reading Success Lab (RSL) software since 2004 in both research studies and as part of support materials associated with the QuickSmart intervention program with schools in Australia. Currently, 1 in 8 schools across the country have assessed the program and the RSL software. The schools report very favourable on the use of the software and its ability to encourage, support and monitor the increase in automaticity and understanding of fundamental skills of low-achieving students in numeracy and literacy. The RSL software has shown to be stable across a wide variety of PCs and the use of the program by instructors has been easy for them to learn and use.
I think the automaticity training is excellent!
In working with students who struggle with decoding, the use of RSL has given my students the confidence to take risks and engage with books and poem charts as they are able to recognize sight words and feel successful. They are able to practice daily and look forward to improving their scores and take great pride in showing that they ‘got more words today’. It was that little extra push that they needed to show them that they can read!
The Reading Success Lab software is an important part of our work. We use it to assess and monitor the learning needs of middle school students in over two thousand schools throughout Australia. The thorough research base and flexibility of the Reading Success Lab sets this system apart. Every school (and home) should have one!
My students really look forward to using it [Skill Builder] because they don’t have to ask me for the pronunciation of a word during the review phase, they can focus on each word during the testing phase and the progress chart is ‘proof’ that they are improving. Most importantly, their focus and motivation to do well is markedly increased.
A 6th grade girl was referred to me because of reading comprehension difficulties. When she first started with Skill Builder (3 times a week), she was on 3rd grade words and she was slow and unsure of herself. Within about two weeks, I noticed an increase in her confidence such that she has moved in one month to 5th grade words. When I asked her how she liked the Skill Builder exercises, she said that it helped her recognize words more quickly when she was reading for her other classes.
My daughter started your system as a 3rd grader with a fairly severe reading disability, far behind her peers. She used your intervention system throughout her school years. Since entering High School, Maeve has been on the honor roll each and every semester.
I always thank our lucky stars that we met you.
After five Skill Builder sessions I heard a difference in the oral fluency of my readers. They’re highly motivated to improve with this software and it is easy to track student progress and share it with parents. No expertise is required to work with the tools. I’ve trained volunteers in fifteen minutes to effectively work with my most reluctant readers. I’m very excited about the Designer Module. I can add vocabulary from novels and other units I’ll be teaching, so students can preview and practice words. The Skill Builder Module is making learning more accessible for my at-risk students every day.
I am continuing to use the intervention software in our home schooling environment. My Grandson, David, gets at least 30 minutes daily, some days an hour. The sight words are improving his reading. His parents and my wife all note the great difference it is making in his reading. It’s a good program and it does impact the areas of his greatest needs.
The book chapter you sent – Fluency training as an alternative intervention for reading-disabled and poor readers – was for me, a missing piece of the puzzle in how to teach reading. I have been teaching reading to struggling readers for about seven years and my curriculum has evolved – and is still evolving – through using information and strategies from reading researchers such as Chall, Torgesen, Stanovich, Stahl, etc. and from different reading programs such as Slingerland, Language!, Wilson Learning, Great Leaps, etc. My curriculum includes activities for phonemic awareness, phonics, syllabication, fluency, vocabulary and comprehension but not all of my students make as much progress as I expect them to.
I just concluded a major NSF-funded reading project and used the Cognitive Aptitude Assessment System to measure the subcomponent efficiencies of third, fifth, and seventh-graders. The system worked extremely well, producing highly reliable and valid data. Moreover, it was extremely easy for research assistants to master and for children to understand. I recommend it highly and plan on using it in the future.
Just a note that we have now been using our Reading Success Lab tools and love the results. It is an excellent program at a fraction of the costs of other programs, yet much more comprehensive.
The Reading Success Lab program is a success for disadvantaged readers. I assessed my at risk readers and was amazed that a few of them were diagnosed as dyslexic. The follow up one-word practice certainly helped.
My fourth grade students are motivated to practice sight words because of the graph that shows their improvements. It is very helpful.
With RTI in the forefront, Reading Success Lab is by far a winner. The diagnostic capabilities of the software and follow up remediation is exactly what School Psychologists and Reading Specialists are looking for. Remediation follows data collection and assessment. In my opinion, it’s by far a winner. Diagnosis is precise and the software is user friendly.