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Success Rates, Statistics
"When I first learned that I was dyslexic, I was scared because I did
not know what dyslexia was. I thought there was something wrong with me and I did not know what
to do. I thought I was stupid. The Learning Center taught me how to read and break down difficult
words. Because of that, I know that I can do anything if I put my mind to it." (Anthony, a
student at the Chicago Learning Center)
Anthony's story is not uncommon. At the Children's Learning Centers we have seen how early
diagnosis and treatment enable children to overcome the obstacles of dyslexia, gaining both
a confidence in their ability to achieve and a vision for their future success.
Preliminary analysis of data on 213 children from 33 Learning Centers in 11 states,
illustrated in the chart below, shows that the children enrolled in the Children's Learning
Centers are closing the gap between where their peers are and where they themselves were
when they entered the Learning Center program.
During the '01-'02 school year, 213 children just starting the Learning Center program were
given four standardized reading and spelling tests to track their progress. They took these
tests three times, initially within a week of their first tutoring session and subsequently
at the end of the '01-'02 and '02-'03 school years.
As the chart shows, when they entered the program the children's average score on all four
tasks was in the below-average range. By the end of the '01-'02 school year, after about 50
tutoring sessions, their scores had begun to close the gap with those of their classmates.
After an additional 50 sessions by the end of the '02-'03 school year, their scores continued
to close the gap.
Thus, after two years of participation in the Children's Learning Center program, consisting
of approximately 100 tutoring sessions, these children's scores had moved into the average
range in two areas-reading nonsense words and reading comprehension-while their scores in
the other two areas-reading real words and spelling real words-had moved into the borderline
average range.
Additional analysis of each individual child indicates that 100% of the children improved
their scores in at least one of the four tasks.
A review and analysis of the data we have on all the children with dyslexia we have tutored
will be completed in 2004 and 2005 by an independent Peer Review Committee.
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