Question:
Dear Dr. Carbo,
I am the national counselor for pupils having difficulties in learning English as a foreign language. I work with special needs learners and their teachers. I am interested in learning more about your program, including some research on its effectiveness, if possible. ~ Petach Tikva, Israel
Response:
Dear Counselor,
We are delighted that you have contacted us all the way from Israel! I am happy to supply you with more information on our program and results.
What follows are excerpts from a summary published by The Northwest Regional Lab (funded by the U.S. Department of Education) on the Carbo Reading Styles Program. Let me also say that the Reading Styles Program has been very effective with students whose first language is not English.
Carbo Reading Supplementary Program
Origin/Scope
I began developing this supplementary program in 1975. By 1981, approximately 20 schools had adopted it, and as of September 2005, about 500,000 teachers have received training through our seminars, national conferences, and on-site trainings.
General Description
The philosophy behind Carbo Reading is to increase student literacy by making the process of learning to read so easy and enjoyable that students become motivated, confident, fluent readers in short periods of time. Research that we've conducted indicates that students have different learning styles for reading or "reading styles," that predispose them to learn far more easily with particular reading techniques. No single reading method is best for every child, since children's individual strengths and interests vary widely. Consequently, teachers must master a wide range of strategies so that their reading program accommodates their students' varying reading styles. For example, many at-risk readers are global, tactile, kinesthetic learners. An ideal reading program for these youngsters would include large amounts of activity and holistic reading methods (e.g., choral reading, echo reading, recorded books).
To implement Carbo Reading, schools use several key materials and strategies, including the Reading Style Inventory (RSI), the Carbo Recordings, Letterville, Power Reading , and Colored Overlays. The RSI provides teachers with a profile of a student's key strengths and weaknesses. It lists the most effective reading methods, materials, and strategies for that student. The RSI also provides teachers with a three-page, in-depth profile of a student.
Our recorded books and Power Reading stories are recorded using short phrases and a slightly slower speed than normal. The student listens repeatedly to the recording (about 2x to 3x), later reading the passage aloud to the teacher. The recordings enables most students to read with greater fluency and comprehension almost immediately, and they help to build a child's confidence. Also, students can read material that they find genuinely interesting because the recordings enable teachers to stretch their students into higher-level materials.
Results
Studies show Carbo Reading has resulted in high gains in student reading, especially with students in the bottom third. Student achievement has been measured by standardized achievement tests, performance-based assessments, teacher and student attitude surveys, and teacher records. A 10-district national study of grades 1-9 conducted over two years (1992-1994), published by Phi Delta Kappa in 1998, indicates that when schools implement Carbo Reading at the 85% level, the result is "consistently higher achievement scores and gains than children in the control program." Doctoral research indicates that at-risk students made 100-200% higher gains than those made by students in control groups. Other studies show increased motivation among students to read on their own in the classroom and at home. More research.
Learn more great information from Marie – these questions and responses
Reading with Colored Overlays
