At the Children’s Dyslexia 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 Dyslexia Centers in eleven states, illustrated in the chart below, shows that the children enrolled in the Children’s Dyslexia Centers are closing the gap between where their peers are and where they themselves were when they entered the Dyslexia Center program.

During the ’01-’02 school year, 213 children just starting the Dyslexia 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 Dyslexia 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.

An internal review and analysis of the program was completed in 2004 and in 2005 by an independent Peer Review Committee.