Super Reading Courses- Ron Cole

We have started using SuperReading (RON COLE) with NEETS and are currently exploring SuperReading for the workplace and schools. If you are interested in more information, organising a SuperReading course, or becoming a SuperReading coach, please contact:

Dr Ross Cooper: or Mob: 079 5522 9800
You can find about courses, book a place, or register your interest for a local course or in becoming a reading coach at: (follow SuperReading on the horizontal menu bar)

It is my belief that SuperReading will transform the HE landscape.
Ross Cooper, April 2012

SuperReading Results for Dyslexic Students (April 2012).
SuperReading doubles reading effectiveness in less than10 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%

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 (p<1 in 10,000 billion). This dramatic improvement is possiblein such a short time because the course builds on the strengths of dyslexic learners.

Key features of the dyslexic readers RE standardised scores (SS) after SuperReading:

15% are above SS145 (standard distribution [SDist] would predict 0.1%), previously 0%
23% are above SS130 (SDist would predict 2.3%), previously 0.7%
47% are above SS115 (SDist would predict 16%), previously 5%
78% are above SS100 (SDist would predict 50%), previously 25%
22% are below SS100 (SDist would predict 50%), previously 75%
7% are below SS85 (SDist would predict 16%), previously 35%
0% are below SS70 (SDist would predict 2.3%), previously 6%

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

When a group of non-dyslexic volunteers undertook the reading tests over the same time period in very similar conditions as the dyslexic students (but without participating in a SuperReading course) none of the mean reading speeds, comprehension, or RE scores improved. This result supports the view that simply practicing the tests cannot explain any of the improved scores.

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.