What Lexi-PRO delivers. In numbers, in words, and in children who dare again
The Lexilogy method has been evaluated in peer-reviewed research, published in the European Journal of Special Needs Education, conducted with the Greek version of the programme in collaboration with the University of Amsterdam and the University of York. The English and Dutch versions are built on exactly the same method.
What does an average improvement of 33% mean in practice?
Measured among children who completed the full programme.
The research also demonstrates something more fundamental: remediating at the level of phonological and morphological processing is significantly more effective than practising on top of a shaky foundation. It is not a matter of practising more. It is a matter of starting differently.
Tijms, Pavlidou & Hoette (2020), European Journal of Special Needs Education
Recently a girl in her final year of primary school completed the full programme. These are her results, measured with the standard school assessments:
Reading: from standard score 5 to standard score 8, where 10 is the national average. From halting to fluent.
Spelling: an advance of a year and a half in curriculum level.
She felt the difference herself: reading flowed, spelling came easier. And her mother saw it in everything she put on paper.
Not a miracle cure, but a foundation. The gap did not vanish overnight, but the way up has begun. And that is exactly what an intervention is supposed to do.
Every child walks the same three phases, at their own pace:
Phase 1: the foundation. Phonological awareness. Recognising sounds, naming them, connecting them to letters, with the interactive sound board. To many parents this feels like a step backwards. It is not. It is the step back that finally makes progress possible.
Phase 2: the insight. The morphological work begins. Your child learns to take words apart into meaningful pieces: prefixes, roots, suffixes. This is where the shift tends to happen: spelling becomes logical instead of arbitrary.
Phase 3: letting it run by itself. Automatisation, supported by the flash word modules in which reading speed builds step by step. This is the phase where you see it return in schoolwork, in reading pace, and often in something no test can capture: a child who dares again.
And afterwards, the flash word modules stay open. Many children keep practising for months, simply because now it works.
It appears on no test. But parents mention it again and again: one day, out of nowhere, there is a book on the table. Not because school demands it. Because your child wants to know how the story ends.
Reading that no longer feels like failing, but like an adventure
That is what I do this for
"It's fun, like a game. You build words and it feels like playing FRIV! Every time you get a little better at spelling and reading. For me the change happened fast." — Student, grade 6
"It feels different, but easier than school. It helps me read and write more easily, and it never lets me down." — Student, grade 5
"It helped me understand how a word is built, where it comes from and how it splits apart. After just a few months on the programme, I've seen real progress in my writing." — Student, first year of secondary school
"At first it seemed really childish. But then I started seeing the words unfold in front of me, almost without effort. It's basically just a computer game." — Student, second year of secondary school