Evidence of Efficacy

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This retrospective correlational study of struggling readers showed a statistically significant positive correlation between use of the Sonday System and students' reading scores. The gap between struggling readers and normally developing readers decreased during the study. The promising evidence found in the results of this study meets the Tier 3 level of the Every Student Succeeds Act (2015). Contact us for a copy of the evidence-based research. Martin, S., Jahani, S., & Slanda, D. (2020). Sonday System Correlational Research. Winsor Learning, Inc.

Sonday System is based on the reading research. Click here to learn more>>

* Supporting Research. We follow the recommendations of the reading research. See a list of studies throughout the decades.

Supporting Publications  4-20-2020

Academy of Orton Gillingham Practitioners and Educators (2018). OG Approach Principles. https://www.ortonacademy.org/resources/og-approach-principles/
Birsh, J. R. (2011). Multisensory teaching of basic language skills (3rd ed.). Retrieved from http://www.brookespublishing.com/store/books/birsh-6768/index.htm
Birsh, J. R. (2019). What is multisensory structured language? Perspectives on Language and Literacy, 45(2),13–18.
Dehaene, S. (2010). Reading and the brain: the new science of how we read. Penguin Books.
Gentry. J. Richard. (2016, September). 5 Brain-Based reasons to teach handwriting in school. Psychology Today. Retrieved from https://www.psychologytoday.com/blog/raising-readers-writers-and-spellers/201609/5-brain-based-reasons-teach-handwriting-in-school
Hanford, E. (2017, September 11). Hard to read: How American schools fail kids with dyslexia. APM Reports. https://www.apmreports.org/story/2017/09/11/hard-to-read
International Dyslexia Association. (2020). Structured Literacy Fact Sheet. Retrieved from: https://dyslexiaida.org/structured-literacy-effective-instruction-for-students-with-dyslexia-and-related-reading-difficulties/
Kamala, R. (2014). Multisensory approach to reading skills of dyslexic students. IOSR Journal of Humanities and Social Science19(5), 32–34.
Seidenberg, M. (2017). Language at the speed of sight: How we read, why so many can’t, and what can be done about it. Basic Books.

Hall, S. (2008). Implementing response to intervention: A principal’s guide. Corwin Press.
Herron, J. (2008). Why phonics teaching must change. Educational Leadership, 66(1) 77–81.
Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58(8).  Retrieved from http://www.fcrr.org/publications/publicationspdffiles/hudson_lane_pullen_readingfluency_2005.pdf
Mevs, I. (2008). Think write book: A sentence combining workbook for ELL. AuthorHouse.
Moats, L., & Tolman, C. (2008). Why phonological awareness is important for reading and spelling. Reading Rockets. Retrieved from https://www.readingrockets.org/article/why-phonological-awareness-important-reading-and-spelling
Moats, L. C. (2000). Speech to print: Language essentials for teachers. Paul H. Brookes Publishing Co.
National Reading Panel. (2000). Report of the National Reading Panel: Teaching Children to Read.
Retrieved from https://www.nichd.nih.gov/publications/pubs/nrp/smallbook
Rose, T. E., & Zirkel, P. (2007). Orton-Gillingham methodology for students with reading disabilities: 30 years of case law. The Journal of Special Education, 41, 171–185.
Neumann, S. B., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. National Association for the Education of Young Children.
Neuman, S. B. & Dickinson, D. K. (Eds.) (2002). Handbook of early literacy research. Guilford Press.
Rasinski, T., Homan, S., & Biggs, M. (2009). Teaching reading fluency to struggling readers: Methods, materials, and evidence. Reading & Writing Quarterly: Overcoming Learning Difficulties, 25(2–3), 192–204.
Spear-Swerling, L. (2006, August). The Importance of Teaching Handwriting. LDOnline. Retrieved from  http://www.ldonline.org/spearswerling/The_Importance_of_Teaching_Handwriting
Tolman, C. (2005). Working smarter, not harder: What teachers of reading need to know and be able to teach. Perspectives, 31(4), 15–23.
Venezky, R. (2001). The American way of spelling: The structure and origins of American English orthography. New York: Guilford Press.

Before 2000:
Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Paul H. Brookes Publishing Co.
Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Heinemann.
Gambrell, L. B., & Almasi, J. F. (Eds.). (1996). Lively discussions! Fostering engaged reading. International Reading Association.
Gillingham, A., & Stillman, B. W. (1997). The Gillingham manual: Remedial training for students with specific disability in reading, spelling, and penmanship. Educators Publishing Service.
Moats, L. (1998, Spring/Summer). Teaching decoding. American Educator.
Mooney, M. M. (1990). Reading to, with, and by children. Richard C. Owen.
Torgesen, J. (1998, Spring/Summer). Catch them before they fall: identification and assessment to prevent reading failure in young children. American Educator.
Vickery, K. S., Reynolds, V. A., & Cochran, S. W. (1987). Multisensory teaching approach for reading, spelling, and handwriting, Orton-Gillingham based curriculum, in a public school setting. Annals of Dyslexia37(1), 189–200.
White, S. (1995, August). Listening to children read aloud: Oral fluency. National Center for Education Statistics, U.S. Department of Education. Updated with data from 2002 Oral Reading Study.