Remediation Plus Systems

The Science Behind Remediation Plus Systems

The Remediation Plus System incorporates evidence-based methodologies from leading reading researchers and draws upon decades of scientific inquiry into effective literacy instruction. The program's foundation rests on several key research contributions:

Phonological Awareness Research

Dr. Reid Lyon from the National Institute of Child Health and Human Development pioneered research demonstrating that phonological awareness training combined with systematic synthetic phonics instruction (including blending and segmenting) provides the most effective foundation for reading acquisition. Dr. Lyon's research identified phonological awareness as "the greatest breakthrough in reading research of the 21st century" (Remediation Plus Systems, n.d.).

The Orton-Gillingham Approach

Dr. Samuel Orton and Anna Gillingham developed the foundational understanding that language learning is interconnected—reading, spelling, and writing work together as integrated brain processes rather than isolated memorization tasks. Their methodology emphasizes the neurological basis of language processing (Remediation Plus Systems, n.d.).

Memory and Letter Formation

Dr. Beth Slingerland identified that students who struggle with letter formation often face underlying memory challenges in retaining letter shapes, not simply fine motor difficulties. Her techniques provide alternative pathways to bypass weak visual memory systems (Remediation Plus Systems, n.d.).

Auditory Processing Integration

Dr. Jack Katz introduced the concept of CAPP (Central Auditory Processing Problems) and developed instructional methods that teach students to connect auditory input with visual representation and written output—a critical skill for students with receptive language difficulties (Remediation Plus Systems, n.d.).

Fluency and Automaticity

The National Reading Panel established that sustained practice with taught orthographic concepts develops reading fluency and automaticity—the ultimate goals of effective reading instruction (Remediation Plus Systems, n.d.).

Decodable Text Theory

Dr. Linnea Ehri's research on decodable texts demonstrated that when students read materials that are 90% decodable based on taught concepts, they maintain commitment to systematic decoding strategies rather than reverting to guessing behaviors (Remediation Plus Systems, n.d.).

"It is clear now that you do not just have a product, but rather a way of teaching that is integrated with instructional material created to help the teacher reach the objective of all children learning to read.”

Dr. Reid Lyon, National Institute of Child Health and Development

“Thanks for your dedication to teaching children to read, and for sharing your expertise so faithfully with other teachers. You are making a powerful contribution to applying research based reading instruction."

Bob Sweet, Architect of No Child Left Behind program

Reference: Remediation Plus Systems. (n.d.). Our differences: Scientific foundation. Retrieved from http://www.remediationplus.com/our-differences/scientific.html