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The Research behind AcceleRead AcceleWrite

 

Why does AcceleRead AcceleWrite work?

 
Because it provides:

  • Multi-sensory stimuli: tactile, audio, visual, spatial;
  • Finely graded highly structured material;
  • High success rate;
  • Regular revision;
  • Motivation & feel-good;
  • Individual attention;
  • Short and daily practice;
  • Immediate feedback.

We are very pleased to be publishers of AcceleRead AcceleWrite. It is still one of the most effective ways to break early literacy barriers and one of the lowest cost both in terms of price and professional teacher time spent.
The iOS app means that you can implement the same principles even more easily.

The evidence base

 

AcceleRead AcceleWrite is one of the interventions recommended by Professor Greg Brooks in his authoritative and regularly updated study

“What works for children and young people with literacy difficulties?”

Greg Brooks has examined the evidence base for a substantial number of literacy interventions.

This is an extract from what he says about AcceleRead AcceleWrite:

“Martin Miles in Devon and Vivienne Clifford in Harrow developed a scheme they called ‘The Talking Computer Project’ in 1992, trialled it in Somerset, and named the published version AcceleRead AcceleWrite.

The original target group was children with dyslexic-type difficulties, but the programme is now used with children with other forms of literacy difficulty, and Mary Nugent in Ireland reports it has been used successfully there with Traveller children.

Most of the data analysed in this report come from KS2, but it has been used in all school years from Y1 to Y11.”

In addition to the reading and spelling improvements that Greg Brooks reports, AcceleRead AcceleWrite has a significant effect on short term memory, one of the commonly reported problems with dyslexia/SpLD. The following results were reported in one early study:

  Reading Age Increase (in months)
Age After 10 weeks After 6 months
All 14.80 16.90
7-9 6.50 8.10
10-14 23.20 37.30
Skill Mean Age Increase (in months)
Word Recognition (BAS) 8.30
Spelling (BAS) 4.10
Auditory short-term memory (BAS) 15.30

70 children ages 7-13. Approximately 6 hours intervention each.

Source Martin Miles in “Computers & Dyslexia”, Singleton C (1994) Ed, Computers & Dyslexia, BDA/University of Hull.

The 2016 fifth edition of Professor Greg Brooks study is available on the Dyslexia-SpLD Trust website