Research Supporting Reading Movies™

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The Proof Is In The Results! Revolutionizing the way children learn to read while encouraging them to read more and read better.


"Any student who is sitting and watching these Reading Movies, even though they think that they are just watching a movie that is entertaining to them, their brains are seeing words, they are comprehending words, they are reading whether they realize that they are or not. Think about it, if they sit down and watch a couple of these movies each week, they are spending ten hours a week reading and of course that’s going to benefit any child. These Reading Movies are absolutely revolutionary, by combining education with entertainment."


"Reading Movies makes the student read with the fluency that he understands spoken language. This is the power of this program which excites me like no other I have known in over 30 years that I have studied and taught Reading and Language Arts and Sciences. These Reading Movies takes the language as it is spoken and written and integrates it fully into the entertainment. So as the students are enjoying the movie and following along with the spoken words, the written words are right there and become identified in the minds of the students, with the spoken words, and that is the thing that makes for a good reader and for a good reader to become a master reader.”


"I have seen a big change in my daughter’s and even in my life, because no matter what language you speak at home, Reading Movies gives you the skills to read better"


"..After they watch these movies they want to read and they want to do it on their own. I have already seen it improve my daughters reading level. As soon as she finished watching 20,000 Leagues Under the Sea, she went to the school library and took out the book and read it. This was the first book she took out."


DJ went from a C, D, F average in school, but since we got Reading Movies, DJ has been averaging B’s and sometimes A’s. He surprised even me, because now he just wants to read and read and read.

Reading Movies™ is an interactive movie based product which is proven to encourage, teach and improve reading, vocabulary and comprehension skills by its use of a technology which is based upon research aligned with No Child Left Behind legislation’s requirements for teaching/learning programs.

The Journal of Biological Psychiatry has published a remarkable 2004 study, which everyone interested in advancing the reading skills of children, should immediately be aware of. It read that:

“… after a one year study of children with poor reading skills, who received a variety of interventions commonly provided within the school setting, including remedial reading, resource room, special education, modified classroom, speech and language and tutoring… and after studying also, a separate but similar group of children also with poor reading skills who were specifically given only reading lessons built around sound – symbol associations, couched in evidence based narrative which appealed to a sense of enjoyment….( such as that which is found in the ReadEnt Learning System with Reading Movies )……before and after MRI of the brain, of both groups, showed that the second group of children…(using learn to read principles similar to those found in the ReadEnt Learning System with Reading Movies ), showed a remarkable increase in the Occipitotemporal regions of the brain responsible for skilled reading and had a dramatic improvement in their reading skills and fluency.
Biological Psychiatry
A Journal of Neuroscience

Reading Movies is based upon Action Captions Technology; a patented visual learning system supported by recent language development and brain research studies in EUTHETIC CAPTIONING. EUTHETIC CAPTIONING is captioning which is both verbatim and synchronous, appearing one word at a time by the mouth of the speaker.

The U.S Department of Education – Office of Educational Research and Improvement – Helping your child to read - edited by Kathryn Perkinson - “ Captioned Television shows can be especially helpful with children who are having difficulty learning to read, studying English as a second language, or who are hearing impaired”.

Brown (2000) found that euthetic captioning like Action Captions Technology, where the words come directly from the mouth of the speaker in real time, (as opposed to closed captioning which is scrolled across the top or bottom of the monitor screen) significantly impacted the rate of vocabulary development, improved comprehension of concepts and recall of facts. Brown’s research indicated that EUTHETIC CAPTIONING had a particular relevance to institutional programs for the hearing impaired, ESL students and learning with special needs.

Brown (1992) also concluded that euthetic captioning (Action Captioning) is an effective vehicle for extending reading skills of hearing impaired, ESL and special needs student’s and may present a promising medium for beginner readers as well.

Henderson (1987) firmly established pictorial imagery as an essential to assessing a student’s existing linguistic domain, as well as providing a motivation to read.

Price (1983), in her extensive study of captioning television and its impact on English language learners, found that all 450 participants significantly improved their overall comprehension of the linguistic information contained in the video material she tested. In addition, she found that students were enabled to ‘acquire more of the cultural script’ that native speakers of English share.

Smith (1990), in his study of presentational variables of captioning, looked closely at the fidelity of correspondence between the spoken and written word. He concluded that vocabulary acquisition is most effective when delivered by synchronous and verbatim captioning, the basis of EUTHETIC or READ SPEAK CAPTIONING.

Brown R. (2000) Captioned Television as a learning vehicle for extended and initial reading, University of Sunderland Abstract.
Brown R. (1992) a display audit in infant (elementary) classrooms. Topic: practical applications of research in education: Issue 10 autumns.
Henderson L. (1987) Word recognition: A tutorial overview. In Coltheart. M (Ed) Attention and Performance XIL The Psychology of Reading London: Lawrence Eurlbaum Associates.
Price K. (1983) Closed Captioning TV: An untapped resource MATSOL newsletter no. 12.
Smith J.J. (1990) Closed Captioned Television and students of English as a second language Arlington, VA.: Reading Rainbow


FREQUENTLY ASKED QUESTIONS                                                                              

1. As the animated words of the Action Captions™ come out of the mouth of the person speaking on screen, won’t the viewer miss some words? Won’t some of them go by too fast for anyone to read?

Whether they are children or adults learning to read any language,
ACTION CAPTIONS™ is there primarily for association purposes and not for comprehending or reading the story of the READING MOVIE. They are still, after all, hearing the words being spoken on the READING MOVIE’S soundtrack. With the initial reader therefore, the assumption is that the comprehension of the story of the READING MOVIE is happening through the ear. The ACTION CAPTION words are there for association, not communication. Any written word “missed” will be repeated later and many times. This, in the scientific research related to learning and to ACTION CAPTIONS, is called unintended learning. That is, learning to read while being entertained by a Reading Movie™, effortlessly.
When we are learning to talk, we miss words frequently. Sometimes for example, mom turns her back on us in mid-speech. This doesn’t mean we will never learn the words she now directs away from us, now inaudible. She will use those words again tomorrow. And, at some point, she will use them looking at us many times. And we will ultimately associate meaning with those utterances.
Of course, with Interactive Reading Movies™, one can pause the movie and take another look, and with a click on that word get help with its pronunciation, the dictionary meaning of the word, a synonym, its use in another sentence etc.

2. The scientific studies related to Reading Movies™” suggest that children as young as one year old can benefit from viewing cartoons or other children’s programs produced with ACTION CAPTIONS™. Aren’t one year olds too young to learn to read? Won’t teaching children to read as infants put stress or pressure on them?

Reading is not a motor skill. Nor is it a logical skill in its most basic format. Recognizing your mother’s face is a form of reading as we recognize the term. You do not have to be taught to recognize your mother’s face. Phonetic decryption (the way you were taught to read at age six) is beyond both the intellectual and the motor skills of a one year old. Simple association and word recognition, in semantic context with written words, is well within the ability of even a six month old.
The READING MOVIES system of reading, like hearing and seeing, is more of a sensory response which comes naturally and effortlessly, rather than a skill to be learned You must practice and develop muscles to talk (and to write), but not to read.

3. Why are the Reading Movies™ products superior to all the currently available “Phonetics based” reading products we are being asked to become “Hooked on”.

Leaving aside the issue that English, in particular, is not a phonetic language (as Shaw pointed out ‘agouti’ spells fish phonetically in English, with ‘gh’ as in enough, ‘o’ as in women and ‘ti’ as in nation. The important thing here, is that the battle between phonetic reading and ‘look-say or ‘whole word’ reading is counter productive and should be discarded. Phonetic reading skills are very important and will be learned over time. Meantime, early and constant exposure to the Reading Movie™ product will familiarize the reader with written language and give a major advance to his/her intellectual life. Why deprive them of this with an artificially contrived conflict between whole word reading and phonetics?


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