Results

One of the key features that discriminates MultiLit from other providers seeking to help low-progress readers is our proud insistence on being scientific evidence based in our approach. Not only do we base our instructional programs on the evidence provided by contemporary research into how reading works and how it may best be taught (including our own research), but we also collect data to provide continuing evidence for the specific efficacy of our programs.

We have recently completed an analysis of the progress of the latest group of students who have attended for instruction in our MultiLit Literacy Centre. Over the past year or so, we have collected information about the reading and spelling performance of students both before and following programs of instruction. We focused on a group of 54 students, almost all of whom were in Years 2 to 6, who had completed two full terms of instruction (20 weeks) in our various programs on offer at the Centre.
 
At the beginning of their programs the students were aged about nine and a half, on average, and were typically about two years behind in their reading and spelling skills. Now, we know that low-progress readers like these do not typically make more than about three months progress over two terms in their regular schools, without intensive instruction; about half the usual rate of progress. That’s how they came to be low-progress readers. So, when we look at the gains this group of students have made as a result of MultiLit instruction, we need to bear this in mind.

Student Achievements

Following 20 weeks of instruction this group of students attending the MultiLit Literacy Centre made the following gains:

 20 months in nonword reading (a measure of how well students use phonics);

 14 months in spelling;

 14 months in single word reading;

 11 months in reading accuracy;

 11 months in reading comprehension;

 39% more words read correctly per minute (measuring reading fluency).

For the more technically minded, all of these gains were statistically significant with large effect sizes. In simpler terms, these students, on average, made gains of at least twice the average rate and three to six times greater progress than they were typically making prior to receiving MultiLit instruction at the Centre.

Important note: Low-progress readers attending school would typically make only about 1 to 2 months progress at most in reading per term without MultiLit intervention.

Disclaimer: MultiLit cannot provide any guarantee regarding an individual student’s progress.

We at MultiLit are proud of the great gains made and we congratulate our students on their fine performance.

— Kevin Wheldall and Sarah Arakelian

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