LearnUp Centers is partnering with Steve Tattum, founder of the Tattum Reading Program, to replicate his methodology and scale his success with more students and schools in the Bay Area.

The Tattum Reading Program has been used since 2007 in Grosse Pointe Public Schools. It has been adopted by the Sterne School, an LD school located in San Francisco, as its primary reading program. The program is also being used by many individual learning specialists across the country. Instructional videos show Steve demonstrating key elements of his reading program.

Read testimonials from  students, parents, teachers, and learning specialists have to say about this program.

LearnUp Centers Research

While parent, student and teacher testimonials are incredibly powerful, we also use multiple assessment methods to measure the true impact of the program on our students.

  • We pre/post test all students using the nationally normed Woodcock Reading Mastery Test III to give us a snapshot of how our students compare to their national cohort.
  • We internally track each student’s reading growth. At the start of the program, we record their entry point, measure their reading fluency and reading level in our curriculum. Then, we re-measure progress on a weekly basis.
  • We video each student at the beginning and along the way to help see and hear their reading progress. This becomes a visual record of their reading improvements.
  • When the student exits, we can see the overall progress of the student and calculate their reading level gains.
  • We are exploring other ways to measure our impact, including a measurement of self-esteem, which is a critical component of struggling readers and a key characteristic for future success.

LearnUp Centers Outcomes 

Since LearnUp Centers launched its first tutoring programs in January 2016, our internal assessments show that, on average, in the first 3 months of tutoring, LearnUp students demonstrate a year’s worth of key reading indicators of reading outcomes, iIncreased their word fluency by more than 47%, gaining over 44 words per minute in fluency and jumping two grade levels in reading—all in just the first 30 hours of tutoring.

These findings are in line with the historical outcomes of schools and tutors using the Steve Tattums reading program.

Outcomes and Research Tattum Reading Program

Steve Tattum’s reading program is known by two separate names, the Tattum Reading Program and the F. A.S.T. Program. They are the same innovative approach, curriculum, methodologies, and materials. The research represented below was conducted on both the Tattum Reading Program and the F.A.S.T. Program.

Implementation of a Reading Intervention Program: Internal Assessment and Cost Benefit Analysis

By Derrick R. Fries, Eastern Michigan University, Tom Harwood and Greg Johnson, Grosse Pointe Public School System

The results of a five-year study show that students who used the Tattum Reading Program (a.k.a. F.A.S.T.), who were initially performing below expectations in reading, made substantial reading gains during the time they were in the program. Moreover,  they made reading gains more often associated with students who were not identified as struggling readers. Students in the study showed unexpected strong growth on the Michigan Educational Achievement Program (MEAP) tests.

Michigan Reading Journal vol 47 2014 1

Michigan Reading Journal 2014 Vol 47 No 1

Read the report published in the 2014 Michigan Reading Journal, click here: Michigan Reading Journal 2014 Vol 47 No 1.

Beyond Basics Reading Outcome Multiple Year Assessment: Fall 2008 — Spring 2010

Report Generated By Melissa Dietz, Research Consultant

Four Denver Public Schools used Beyond Basics (Beyond Basics uses the Tattum Reading Program) as a reading intervention program for 155 students in the 3rd to 6th grades. The impact the program has made on these students can be tracked by overall grade level reading readiness as well as to the individual student’s ability to master key reading skills such as word identification, word attack skills, fluency and overall comprehension.

In two years:

  • On average, the students went from a full grade level behind in reading to reading at grade level.
  • Word Attack skills, a developmental foundation for future reading success, were on average elevated by more than 2 years.
  • Word Identification and Comprehension skills on average were elevated by nearly a full reading grade level.
  • Fluency jumped by 28 words per minute.

“The benefits of the program are far-reaching past the core measures used to assess reading proficiency…  offers these children an opportunity to embrace who they are, develop confidence and overcome the hurdles that stand in their way.”

Dietz Reading Research Outcomes

Dietz Reading Outcome Report 2008-2010_Page_1Dietz Reading Outcome Report 2008-2010_Page_2

Implementation of a Reading Intervention Program: Internal Assessment and Cost-Benefit Analysis

By Derrick R. Fries, Eastern Michigan University, Tom Harwood and Greg Johnson, Gosse Pointe Public School System. Published in 2014.

The F.A.S.T. Program was implemented system-wide in the Grosse Point Public School System in 2007. This study looks at the outcomes five years later. According to the study, “students receiving the intervention made significant gains above and beyond the normal rate of progress.


F.A.S.T. Reading System: Summary of Research on Achievement Outcomes

By Jini Puma, M.A., Martin Tombari, Ph.D., University of Denver, March 2006

Research to determine the extent to which the F.A.S.T. Reading System has accelerated the performance of struggling readers in grades 2 to 8 in four different schools over two years. “Results indicate that F.A.S.T. Reading System significantly increases children’s reading performance across a number of different reading domains, as measured by various reliable and valid assessments.”

Achieving Success In Reading Learning the Code

Margaret A. Anderson, Ph.D., Manzano Day School, Albuquerque, NM (2001-03)

“The results of three years of program implementation show there is a strategic advantage in having phonological components part of a school’s reading program and in having the entire faculty using a consistent approach to reading. The data speak for itself…”

Case Study: Manzano Day School, Albuquerque (NM)

After one year, 96% of 5th grade reading at grade level (2002-03)

Following the first year of implementation, 95% of 5th graders at were reading at or above grade level (2002-03). 5th graders reading above grade level increased by 22% and less than 4% were reading below grade level. Not covered in this study, subsequent years showed no students reading below grade level.

Case Study: Mission Avenue Elementary School Albuquerque (NM)

Great gains in low-income school (90% Free & Reduced Meals) (2002)

Integrated into every grade at the school, educators were seeing that students were entering the next grade reading at grade level, and better prepared to tackle more difficult subject matter.

Case Study: Dakota Valley Elementary, Aurora (CO)

K-1, Special Education and English Language Learners show “phenomenal” growth.

Even the most struggling reader had success using the FAST system, including a chid who by the 3rd grade could not read at all. By the end of 4th grade was reading. Using this system, “I believe convinced that all of our kids — including our most impacted students — can be successful readers.” — Jim McDeitt, Principal, Dakota Valley Elementary.

Knight Academy Study, Denver (CO)

“No students who have received the FAST kindergarten training are at signifiant risk for reading problems.” (2002-03)

In 2002-03, the Knight Academy kindergarten class made great strides towards becoming successful readers using the FAST reading system. Notably, 33% of the kindergarten class was identified as “at-risk” for reading failure. By the end of the year, only 14% of the students were moderately at-risk for reading failure.