Research Papers and Articles

May-Brenneker (2007) investigated TTRS’s impact on literacy skills and attitudes toward learning.

... a significant advantage for the TTRS group across all measures of skill development ... self-report measures indicated a positive impact on self-confidence, self-esteem, ability to concentrate…

The government body responsible for school inspection in the UK reviewed students' use of TTRS at an English primary school.

TTRS is a strength, the work is integrated, it has an assessment structure, and informs diagnosis of learning.


Harridine (2018) investigated the use of technology to help children with dyslexia improve academic performance in mainstream schools.

TTRS provides a range of support for children on a wide spectrum of SEN … the animations are consistent and simple … modules are engaging and activities are easy to understand.

Topley (2000) researched adult-literacy gains using TTRS to teach phonics to mature non-readers.

Raw scores show improvements in most areas tested, the most noticeable being in spelling.

Cavanagh and Park (2000) investigated the impact of using TTRS with visually impaired children.

Access to the Touch-type Read and Spell course has enabled this small group of visually impaired children to improve their literacy skills.

Stephens (2000) looked at the impact of TTRS on two groups of dyslexic children.

The children achieved average improvements for reading age and spelling age, above what would have been expected due to maturation during the 4 month experimental period.

Whiting and Chapman (2000) evaluated use of TTRS to teach reading and spelling to students with learning difficulties.

The results support the efficacy of integrating visual, auditory and kinaesthetic inputs in a computer‐based spelling program, and the importance of continual positive reinforcement for previously unsuccessful students.

A joint report by the Pentonville Prison and British Dyslexia Association on the use of TTRS to support literacy and skills development in prisoners with dyslexia.

One of the comments the inmates consistently make about the course is highly significant – for the first time in their lives they feel in control of their own learning.

May and McGourty (2007) looked at TTRS’s impact on reading and spelling skills in a primary school intervention.

The TTRS group surpassed that of the control group [in their WRAT (Writing Reading Attainment Test scores] …pupils are able to transfer skills learnt in TTRS to many other curriculum areas when they are word-processing their work.