The Science

Rally was built on a deep foundation of research. There are literally thousands of studies documenting the benefits of reading, as well as how to maximize one’s potential as an effective reader. Here are a few key research highlights, which are core to Rally’s design and our promise to you

Key research highlights

The more children read, the better their fluency, vocabulary, and comprehension.
National Reading Panel 2010
Independent reading is most effective when it is supported, structured, and accountable.
Nicole Bosworth, Empower Students Through Independent Reading, EDU, Scholastic, 2017

Guided oral reading is important for developing reading fluency

Guided oral reading is important for developing reading fluency — the ability to read with efficiency and ease. In guided oral reading, students read out loud, to either a parent, teacher or other student, who corrects their mistakes and provides them with other feedback.
National Institute of Child Health and Human Development 2010
In the 13 years of the Kids & Family Reading Report, one thing remains constant no matter what: when kids choose, they read. Across demographics, the majority of kids (89%) agree their favorite books are the ones that they have picked out themselves.
Kids and Family Reading Report, Scholastic, January 2019

Only 15 minutes a day

Even when elementary students read for only 15 minutes a day, they significantly increased their reading abilities, with average and below-average readers showing the greatest gains.
National Institute of Child Health and Human Development 2010
The effects of reading extend into quality of life: High levels of reading proficiency are associated with greater academic, financial, professional, and civic benefits.
To Read or Not To Read, National Endowment for the Arts, 2007

We must first teach them to read well!

If we want to induce children to read lots, we must also teach them to read well
Dr. Marilyn Jager Adams, Beginning to Read: Thinking and Learning about Print, 1990
Instead of independent silent reading, the NRP (NICHD, 2000) concluded that teachers should provide opportunities for students to read aloud with some guidance and feedback
Jan Hasbrouck, American Educator,2006

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