The Lively Letters™ program has been clinically proven to improve reading skills among students with various different types of students through the third party and Reading with TLC™ clinical studies.

Average of Grade Level Gains

Average of 1.5 to 3-year grade level gains in as little as 6-8 weeks, and an average of 4-year gains in older students (Grade 5), in phonemic awareness, phonics, and oral reading skills.

Significant Gains

Significant gains for intellectually disabled students, English Language Learners, and students with speech and language disorders.

Significant Reductions

Significant reductions in special ed referrals and for Tier II & Tier III interventions in multi-tiered systems of support (MTSS) such as Response to Intervention (RtI).

See The Results

“The findings from this study suggest that using Lively Letters™, a multi-sensory approach to teaching phonics and phonemic awareness skills has the potential to exert a significant positive influence on the reading development of general education children in the whole classroom setting.”

-The Efficacy of a Supplemental Multisensory Phonemic Awareness Program when Instructed to a Whole Kindergarten Class


Embedding Pictures Into Letters
Using embedded letter pictures is strongly supported by scientific research. Lively Letters™ embeds fun images of characters into letters to make a strong, meaningful connection between the letter shape and its sound (Mastropieri, M. and Scruggs, T. 1991).

Using Mouth And Hand Cues
What makes Lively Letters™ especially unique is that the program teaches students to discover what they are doing with their mouths when making the letter sounds. This oral kinesthetic feature greatly improves both phonological skills and reading skills (Howard, M.P. 1986; Golinkoff, R.M. 1978).

Using Mouth Cues And Embedded Letter Pictures
Orthographic Mapping to support sight word reading is facilitated when beginners are taught about articulatory features of phonemes and when grapheme-phoneme relations are taught with letter-embedded picture mnemonics(Ehri, L 2014).

Using Music For Instruction
Numerous studies support the use of music when teaching children skills, including phonics and phonemic awareness, and the use of music was listed as a promising instructional feature of phonics programs that warrant more study (Report of the National Reading Panel).

Using Letters And Letter Sounds In Phonemic Awareness
Our programs feature direct letter-sound instruction and the use of letters in phonemic awareness activities, as research shows that the most effective phonemic awareness interventions include both of these features (Bradley and Bryant 1983, Hohn and Ehri 1983, Blachman et al. 1991, National Reading Panel 2000, Oudeans 2003, Foorman, B. R., Chen, D., Carlson, C., Moats, L., Francis, D. J., &Fletcher, J. M. 2003).

High-Level Phonemic Awareness Sound Manipulation Activities
In alignment with recent research, Lively Letters incorporates sound manipulation, as opposed to just sound blending and sound segmenting. (Kilpatrick, 2015).

Engaging Students With The "Fun" Factor
Lively Letters™ and Sight Words You Can See™ are two programs known for making learning to read fun. Phonics and phonemic awareness programs that engage students with a "fun" factor are more likely to be used consistently by teachers and warrant more study as a promising instructional feature. (Report of the National Reading Panel)

Using The "Body and Coda" Sound Blending Strategy
Blending the initial consonant into the vowel and then blending both into the final consonant, as opposed to using onset-rime) is far more effective in their research study than the use of onset-rime (Murray, Brabham, Villaume, & Veal, 2008).

Research opportunities
We are seeking researchers who are interested in conducting studies on the efficacy of the Reading with TLC™ programs within various settings and with different populations of students. Interested researchers should contact the program authors for support at