EIR Results:
Research conducted over 11 years has found that across multiple districts, 72% of first graders at risk of reading failure who received the EIRŽ program were reading independently by the end of first grade (Taylor,2001).
In follow-up evaluations, 91% of the students we have followed from grade 1 to grade 2 have been found to be reading on a grade 2 level in May of grade 2.
Eighty-five percent of the children who entered second grade unable to read at mid-first grade level were reading on a second grade level in May after receiving the second grade EIRŽ program (Taylor, 1998a). In two follow-up studies, we found that 92% of the children who were in EIRŽ in grade 2 were reading on a third grade level in grade 3.
Kindergarten children who had EIRŽ were found to be significantly higher in May in rhyme, phonemic awareness, and word dictation than comparison students (Taylor, 1999, 2001).
Children in EIRŽ in grades 3 and 4 made significantly larger gains in their reading fluency than average readers in their class, approaching the grade level mean in their district in May (Taylor, 2001).