A New & Proven Approach to Improve Reading Performance

10+

Peer-reviewed studies

Published in elite journals validating K-D RAP

2x

Improvement

Oral Reading Fluency*

5x

Improvement

Oral Reading Comprehension*

*Compared to controls who didn’t use K-D RAP
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Within 6 Weeks

Over 90% of all children enrolled in K-D RAP improve reading fluency and comprehension

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Lasting Results

Improvements in reading remained beyond 2 years following their last use of K-D RAP

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Continued Growth

Children practicing K-D RAP over time experience continued growth with lasting results

K-D RAP Helps Unlock the
Power of Reading

“I am pleased to tell you that his words per minute have greatly increased. His accuracy has increased from 93% to 97%. Self-correcting has decreased 6 to 3. We decided to meet only two days per week for some maintenance and then to one day a week. He has improved his words per minute from 49 to 110!!! 110!!! I’m astounded and thrilled! Great program!”

Why K-D RAP?

Why Teaching Children the Physical Act of Reading is Important

63% Percent Circle
Reading Proficiency

According to the NAEP, 63% of 4th graders are NOT proficient readers

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Critical Window

By the end of 3rd grade, children transition from learning to read to reading to learn

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Complex Task

Accurate eye movements are not fully developed when children are learning to read
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Missing Link

Teaching children accurate & efficient eye movements is not being taught in the classroom
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Motor Skills

Efficient eye movements are learned motor skills, like handwriting, that take practice and develop with age

Symptoms

Signs Your Child Has Inefficient Eye Movement Skills

Laptop screen
  • Skips or rereads lines
  • Loses place while reading
  • Poor reading comprehension
  • Difficulty completing assignments
  • Short attention span while reading
  • Uses a finger or ruler while reading
  • Omits small words while reading
  • Avoids reading

Authors & Experts

Dr. Amaal Starling, MD

Dr. Amaal Starling, MD

Dr. Amaal Starling is a Neurologist and Assistant Professor of Neurology at Mayo Clinic.

“We teach students the physical act of writing by building fine motor skills of the hands, why are we not teaching the physical act of reading by building fine motor skills of eye movement? By teaching students the physical act of reading during this critical learning period between first through fourth grades, we can make a huge impact in education.”

Dr. Jennifer Wethe, PhD, ABPP-CN

Dr. Jennifer Wethe, PhD, ABPP-CN

Dr. Jennifer Wethe is a Neuropsychologist and Assistant Professor of Psychology at Mayo Clinic with more than a decade of experience in the assessment and rehabilitation of adults and children with neurological conditions.

“Efficient and accurate eye movements required for reading are learned motor skills that, like other complex motor skills, take practice and develop with age. Currently we assume that students can execute this complex task when they are first learning how to read, but many students benefit from being taught how to move their eyes more efficiently.”

Dr. Alexandra Talaber, OD, FCOVD, FAAO

Dr. Alexandra Talaber, OD, FCOVD, FAAO

Dr. Alexandra Talaber is Vice President of Reading Solutions and Clinical Expertise at King-Devick technologies, inc. and a practicing Optometrist in Vision Rehabilitation. Her work aims to increase awareness of the importance of efficient visual performance skills and remediate visual tracking disorders.

“It is thought that over 70% of what children learn in school is learned visually. Optimal visual performance sets students up for success in the classroom. Utilizing evidence-based programs that increase visual performance early on can significantly improve a student’s academic performance so they can focus on reading-to-learn verses learning-to-read.”

Dr. Danielle Leong, OD, PhD

Dr. Danielle Leong, OD, PhD

Dr. Danielle Leong is the Chief Scientific Officer at King-Devick technologies, inc. focusing on vision and eye movement related research in education and its impact on early reading and academic performance.

“Eye tracking difficulties are a common cause of poor reading performance in our early learners and can significantly interfere with overall academic achievement. However published evidence shows us that there are simple solutions. Teaching our students the fine motor skills needed in the physical act of reading broadens their abilities and academic potential with profound impacts on reading achievement.”

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