Research-based reading strategies for students' of all age levels:
Reading Horizons Peer-Reviewed Gold Standard Research
Here is a list of peer-reviewed articles that reference Reading Horizons methodology or products. These articles highlight the effectiveness of the Reading Horizons program and fit the gold standard* for research studies. These studies report outcomes of the Reading Horizons methodology, including it's prior titles: Discover Intensive Phonics for Yourself© and “Char-L Intensive Phonics.”
- Cobb, S., Bonds, C., Peach, W., & Kennedy, D. E. (1990, Fall). Effectiveness of Phonics for an Intensive Remedial Program. Reading Improvement, 27(3), 218 - 219.
- ABSTRACT: The Char-L Intensive Phonics program was implemented within a six week summer program for 39 students with learning and/or behavior problems. Using the Brigance Inventory as a pre and posttest measure, significant gains were noted in reading and reading related skills for 22 of the students with mean score gain for the remaining 17.
- Hooks, L., & Peach, W. (1993). Effectiveness of phonics for students with learning disabilities. Journal Of Instructional Psychology, 20(3), 243.
- ABSTRACT: An intensive phonics program was implemented for twelve weeks within a resource classroom for learning disabled students. Results indicated that reading skills and word recognition increased for all eight students.
- Moran, K. C., & Cobb, S. E. (1999). Teacher Perception of CHAR-L Intensive Phonics. Reading Improvement, 36(1), 2-3.
- ABSTRACT: Teachers were surveyed after using CHAR-L Intensive Phonics at two psycho-educational centers located in the southeastern United States for students with severe emotional disturbances. Results indicated positive teacher perception of training for program implementation, actual training time, and comfort level in teaching. Teachers reported strong administrative support in implementing CHAR-L Phonics.
Nelson, D. E., Fox, D. G., and Haslam, M. (2009). An evaluation of the Intensive Phonics Program at Iron Springs Elementary School: Year three report. Utah State Office of Education.
- ABSTRACT: Students who received Reading Horizons instruction scored higher as a group on both criterion-referenced tests and norm-referenced tests than did students at a comparison school who did not receive Reading Horizons instruction. Additionally, teacher and student surveys showed positive attitudes about Reading Horizons use. Over 365 students were included in the study. View the study here.
*Gold standard is valuable because it utilizes the scientific method to show that improved student outcomes can be attributed to a tested intervention, or, to be specific, that Reading Horizons (the intervention) is what caused students to improve. However, gold standard research is more valuable if it is also peer reviewed. A study goes through a process of peer review when it is submitted for publication in an academic periodical or as a presentation at a conference. Before it is accepted, scholars or professionals who know about the topic will read it and rate the validity of its content and its value to the field. It is usually reviewed by three professionals. If it is rated well, it is published in a professional publication such as a journal or national organization newsletter; or it is accepted as a presentation at a national conference. To illustrate the significance of peer-reviewed research, look at the most recent reauthorization of the law that regulates special education services (2004; IDEA, 20 U.S.C. § 1414 (d)(1)(A)(i)(IV)). It states that services to students must utilize peer-reviewed research. Thus, teachers who implement peer-reviewed instruction in their classrooms are compliant with the law. It is important to note that the peer-review process has been developed and strengthened over time, so studies published long ago may not be as stringently peer-reviewed.