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Since 1995, SuperReading has successfully helped thousands of people become better readers.

Until 2008 however, SuperReading had shown amazing results but had not yet been tested by independent, professional researchers.

In these tests 84% of the dyslexic students finished with higher scores than university professors.

Subsequent courses and tests saw all graduates scoring higher than non-dyslexic students without SuperReading.

The Italian study also showed the same results, both before and after translation into Italian.

Dyslexics become better readers than non-dyslexics in 6 to 11 weeks. Non-dyslexics also double and triple their abilities to learn in that time.

The below studies are peer-reviewed reports by professional academics who are trained to accurately determine experimental outcomes. Results were also verified by independent experts for proper experimental methods and statistical accuracy.

London South Bank University Study (2009).

Dr. Ross Cooper

The aim of this study was to gauge whether the impact of a reading course for degree level adult dyslexic readers 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.

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.

Dyslexic readers with SuperReading skills outperformed non-dyslexics in Reading Effectiveness (reading speed x by comprehension / recall). Delegates were asked to practice 40 minutes per day. Post-course interviews revealed that actual practice was only 20 minutes per day.

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).

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Intensive SuperReading Course Successfully Piloted at Greenwich University (2015).

The 8 week SuperReading course was redesigned as a 4 day intensive option building in 7 hours of supervised eye-hopping practice. It was piloted at Greenwich University from 5 to 8 January, 2015, with support from AchieveAbility and Melanie Thorley (Disability Project Officer and AccessAbility Project Co-ordinator).

10 students and 4 staff participated in the pilot. The mean Reading Effectiveness (RE = speed x comprehension/recall) of the group increased from better than 30% of the population to better than 95% with extremely high statistical significance (p < 0.000027).

This represents a mean increase of 33.7 standardised points (or 2.25 Standard Deviations) in just 4 days. Bearing in mind that a full school year usually produces approximately 0.5 Standard Deviations in progress, this is an extraordinary result. (Student 8 missed one day of the course).

Greenwich University are now planning to implement SuperReading across all 200 civil engineering students. Feedback from the participants includes:

“I think the most valuable thing is that it has made me love reading again as I rarely read anything in the last 3 years…”

“We received some very useful and astonishing experiences and techniques.”

“Reading has never been my strongest asset, and on this course my reading effectiveness score improved dramatically.”

(Her score actually became better than 99.9% of the population).

“I really increased my speed of reading and also my comprehension increased a lot.”

“My scores increased considerably and I found the previewing– reading– reviewing formula very helpful….I would recommend this course.”

“A daily difference I’ve seen is that…my reading speed is a lot faster when I read novels. As well as that my comprehension has definitely gone up.”

“I would highly recommend the course be taught to more people. I am sure they wouldn’t know how good it is until they have attended. Am (sic) most importantly amazed by the results at the end.”

“With the SuperReading course I got to actually see the progress I was making from actual data. Plus I noticed myself that I was doing much better than I had ever achieved before when trying to remember what I had read.”

“Thanks to this I can now go back to reading more books because I know I will be able to remember what it was that I read, instead of proactively forgetting as I progressed through the book, making it seem like a waste of time.”

“SuperReading is highly recommended.”

University of Milan - Reading as a Multi-Layer Activity: Training Strategies at Text Level (2018).

Professor Francesca Santulli and Dr. Melissa Scagnelli

The SuperReading course was developed in the US by Ron Cole, who, as a life coach, had realised the crucial role of reading and comprehension for the professional success of his clients. In the mid-90s, considering that existing speed reading programmes did not guarantee adequate comprehension levels, he experimented new techniques and combined them in a course, which he offered to his clients, mostly adult managers.

The course relies on the fundamental principles of metacognition and on the analysis of the different variables influencing comprehension. At the same time, it emphasises the emotional and motivational components, and includes a special reading practice, named eye-hopping.

The results obtained so far consistently show that in a few weeks participants to the SuperReading courses improve their reading performance from the point of view of both speed and comprehension. Moreover, the improvement concerns both normotypical and dyslexic readers. The course can therefore be considered an inclusive instrument to be offered to students and young adults, independently of their reading capacities.

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SuperReading Results for Dyslexic Students (April 2012).

SuperReading doubles reading effectiveness in less than 10 weeks. It involves a practical approach to better metacognitive reading strategies and, crucially, an eye-hop exercise designed to improve the rapid absorption of visual meaning from text. It is not intended to teach beginner readers how to read, but to coach excellence in reading. Since 2008, we have been using it to dramatic effect with dyslexic students. We now have the results of the intervention for 152 dyslexic students.

We use a measure of Reading Effectiveness (RE= speed x comprehension/recall) to gauge progress, and have standardised our reading test scores with 290 non-dyslexic adults so that we can make direct comparisons. Before SuperReading, the mean overall RE score of the dyslexic students is better than just 25% of non-dyslexic readers. After SuperReading, it is better than 86%

Overall, the mean speed of reading doubles, while mean comprehension increases to match that of non-dyslexic readers.

Before SuperReading, the dyslexic students mean overall scores are 10 standardised points lower than the non-dyslexic adults. After SuperReading, they are 16 standardised points higher than non-dyslexic readers. In other words, the improvement has not just caught up with non-dyslexic adults, but overtaken them further than they were behind. This constitutes a rise of 26 standardised points (1.7 standard deviations). The statistical significance is extraordinary. This dramatic improvement is possible in such a short time because the course builds on the strengths of dyslexic learners.

Student Finance England has recognised the dramatic impact for dyslexic students and is happy to pay for SuperReading courses through the DSA in addition to any other 1:1 support.

Some dyslexia coordinators at universities have been proactive in organising courses for their students. We have run courses at St Helens College and St Aquinas 6FC as well as Leeds Met., Essex, Cambridge, LSE, London South Bank, Plymouth, Imperial, Royal Holloway and Kent Universities. SuperReading is currently being translated into Italian and trialled in a university in Milan. Next academic year, we are expecting to run further courses in these universities as well as in Cardiff, Huddersfield, Doncaster, Reading, Cumbria, and Middlesex universities. We are happy to run courses wherever we have a group of students needing a course and have a national team of SuperReading coaches ready and waiting.

Read the full report