‘As a school, we love this program’
Since its inception, Everyone Can Read has helped countless students make years of progress with reading and spelling, often in a short time. Its results have been described as “remarkable” by Professor Greg Brooks, a prominent literacy expert in the UK.
Here is a selection of feedback from those who have witnessed its impact. More detailed references can be provided on request.
Everyone Can Read testimonials
There are groups of kids who, for whatever reason – because teachers can’t meet the needs of every child every second of the day – do need these interventions.
Dan Sprange
This small group tuition is a perfect example of how it works. For a group of kids who are behind, catching up is always so difficult. To see that happen with students working on this program is just so exciting – and it’s not down to chance.
Principal, Russell Lea Primary School, Sydney, Australia
Watch Dan talk about the scheme’s impact here:
What if we rolled out what is happening at these schools on an industrial scale? How many lives would change? How many of these students would finish school and go on to TAFE or university?
Jason Clare, Federal Minister for Education, National Press Club speech, following a visit to Chullora Public School in 2023, where he observed Everyone Can Read in action.
What we really love about the program is its huge focus on the decoding skills that children need for reading. We love that it is a very structured program which doesn’t create a huge amount of work for teachers. It doesn’t require expensive professional development, and we can really differentiate it for children and their individual needs.
Natalie Rotar
We now have children who really used to dislike reading and had great difficulty with it, but these children are now willing participants in their reading instruction. They are loving coming to the lessons. We are seeing a great amount of progress in the students’ skills they have been practising as part of the program. These children have had a lot put in place for them before, but nothing has had as much impact.
Assistant Principal, Russell Lea Primary School, Sydney, Australia
Watch Natalie talk about the scheme’s impact here:
Students make excellent progress using Everyone Can Read. They love the fast pace and constant change of activity during the sessions. Teachers appreciate the highly structured and well designed course materials.
Jane Jones
Students’ confidence has increased and they are learning the joy of books and reading. They want to read. They can see they are making progress.
Special Educational Needs teacher, Coventry, UK
This small group tuition program exemplifies the transformative impact of targeted, structured support. For students who have fallen behind, bridging the learning gap can often feel insurmountable. However, through this initiative, we are witnessing meaningful progress—students are not only catching up but gaining confidence in their abilities.
Bahia Almir
What makes this especially rewarding is that their success is not a matter of chance; it’s the result of a carefully designed approach that combines skilled instruction, individualised attention, and a supportive learning environment.
I would definitely recommend this reading program.
Principal, Chullora Public School, Sydney
As a school we love this program. This is the one that we have found to be the most successful, the most enjoyable and the one that the kids respond to in the best way.
Cara Smith
English Teacher and Special Educational Needs Co-ordinator, George Salter Academy, West Bromwich, UK
This has proven to be a wonderful intervention program when looking closely at the achievements of all our students who participated.
Paula Sellars
Principal, Holy Spirit Catholic Primary School, Darwin, Australia
I have found Everyone Can Read to be the most effective intervention program for students with basic literacy difficulties that I have ever come across. One Year 11 student, who had been stuck at a reading age of about 8, made four years’ progress over 10 weeks. It was like turning a light on!
Ann Fazackerley
Parents are pleased that the long-standing difficulties faced by their children are being addressed. Many have commented on the difference it has made to their children.
Former Special Educational Needs Co-ordinator, Cambridgeshire, UK
The activities easily fit into the 60 minutes of a typical secondary school lesson; it contains a variety of tasks so that interest is maintained; it perfectly meets the needs of students with dyslexia and it is easy and enjoyable to teach.
Krysia Welch
Our experience of progress for students has been excellent with students regularly making 12 months or more progress with their reading after one term on the scheme.
Special Educational Needs Co-ordinator, Coventry, UK