Based on the research of Dr. Lockavitch, former special education director, school psychologist, and university professor.

The following are some of the instruments that have been used to assess student reading growth through Failure Free Reading:

  • Stanford Achievement
  • Ohio Proficiency
  • Woodcock Johnson
  • MAT7
  • NC EOG
  • MS EOG
  • ITBS
  • TN EOG
  • WISC-R
  • STAR Reading
  • FCAT
  • Likert Surveys
  • MEAP, LEAP
  • Curriculum Based

The data has been collected and the studies have been conducted by university researchers, district evaluators, school personnel, independent evaluators, and internally. Throughout all evaluations, Failure Free Reading has demonstrated success in accelerating the learning curve of the lowest reading students.

Neuroscientists at MIT and Carnegie-Mellon University have released dramatic first time evidence of actual brain rewiring in the brains of poor readers. The study, involving one-year follow-up brain scans, showed dramatic visual evidence that Failure Free Reading’s 100 hour reading intervention actually rebuilt white cortical matter in the under performing brain areas of poor readers, bringing them back to the normal range.


400% Growth Rate in 4 Weeks

Seven schools in Washington, D.C. implemented Failure Free Reading in their Special Education Centers during a 4 week summer school program. A total of 250 students were selected on the basis of needing the greatest help in reading. The student classifications included LD, ED, Cognitively Challenged, Medically Involved, and ESL Grades 1-8.

Growth Prior to Summer Treatment:

Students averaged 1/2 month reading comprehension growth for every month in school

Growth After Failure Free Reading Summer Treatment:

The same students averaged nearly 2 months growth for their month in FFR’s Program


Reading Comprehension Growth

Don Brewer Elementary in Jacksonville, NC evaluated 27 students (grades 3rd, 4th, and 5th) in 2 classrooms. After 3 months of treatment, 19/27 students showed growth in reading comprehension with average growth being 6 months. In addition to measurements of reading comprehension, students were questioned “Do you think you can become a good reader?” Before Failure Free Reading, 17% of students did not believe they could ever become a good reader. After Failure Free Reading, 100% of students believed they could become a good reader.

Tier 3 Response to Intervention Solution

Anne Arundel County, MD evaluated 53 students (grades 1-5) that they considered their hardest to reach. After 27.9 mean hours of Failure Free Reading instruction, significant gains (p<0.05) were found on W-J Letter/Word Recognition, Word Attack and Passage Comprehension. For students testing below the 10th and 20th percentile, growth was even greater, with effect sizes of 0.84 and 0.71 respectively.