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Research & Evidence

Built on the science. Honest about the evidence.

EduFlip's curriculum is grounded in decades of Science of Reading research. We're also honest about what we don't yet have.

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Our Evidence Framework

We organize our evidence into three tiers — and we're transparent about where we stand in each.

Tier 1

Strong Evidence Base

What EduFlip is built on.

  • Science of Reading research on phonological processing and dyslexia
  • Orton-Gillingham instructional principles (Orton 1925; Gillingham & Stillman 1936)
  • IDA Knowledge and Practice Standards (2018)
  • Simple View of Reading (Gough & Tunmer, 1986)
  • Direct instruction research on explicit teaching effectiveness
Tier 2

Practitioner Evidence

What we're building toward.

  • CALT review of scope & sequence and instructional design model (in progress)
  • Scope & sequence informed by UFLI, MTA, Take Flight frameworks
  • Self-assessment crosswalk against IDA Knowledge & Practice Standards (completed)
  • Early practitioner feedback from structured literacy specialists (collecting)
Tier 3

What We Don't Yet Have

Honest gap acknowledgment.

  • Peer-reviewed efficacy studies specific to EduFlip
  • Randomized controlled trial data
  • Longitudinal student outcome studies
  • Third-party independent evaluation results

"EduFlip doesn't use phrases like 'proven to work' or 'clinically validated' because we haven't earned those claims yet. We're pursuing pilot outcome data as a Year 1 priority."

Five Pillars of the Science of Reading

Phonological Awareness

National Reading Panel (2000); Shaywitz & Shaywitz (2005); Adams (1990)

Phonics

National Reading Panel (2000); Chall (1967); Brady (2011)

Fluency

LaBerge & Samuels (1974); Rasinski (2004); Wolf & Katzir-Cohen (2001)

Vocabulary

Beck, McKeown & Kucan (2013, 2nd ed.); Carlisle (2010)

Comprehension

Gough & Tunmer (1986); Nation & Snowling (1997); Scarborough (2001)

The Numbers Behind Our Mission

1 in 5

Students have dyslexia or a related language-based learning difference

IDA estimate

95%

Of children can learn to read when instruction is explicit, systematic, and aligned with reading science

Moats (2020); Lyon (1998); Fletcher et al.

Decades

Of converging neuroimaging, cognitive, and longitudinal research on dyslexia

74%

Of students who read poorly in 3rd grade continue to read poorly in 9th grade without intervention

Francis et al. (1996)

See the curriculum behind the research.

87 lessons across 6 levels, built on a century of reading science.

Explore the Curriculum