Analysing deferrals and drop out from Visual Reading (May, 2022)

After a high initial engagement, 28% of students dropped out, disappeared, or deferred during this academic year. None of these students have so far completed the course in the sense that none were coached through to the final overlay, or guided in how to successfully move beyond them. The main reasons given were pressure of work and illness.  Almost half of the students coached contracted Covid19.  Colds and ‘flu’ were also rife.

Nevertheless, since reading for meaning speeds in words per minute (wpm) are measured at every coaching session, we can analyse the interim data for these students. The beneficial impact, despite not completing, is clear.

Their initial mean reading speed is slightly lower than for those who completed the course (178 wpm compared to 185). This is also consistent with the data from SuperReading courses, where those who did not complete started, in general, from a lower base level of reading skill. In terms of percentiles, these mean scores are only slightly different, representing 42^nd and 47^th percentiles.

Initially, 66% of these students’ reading speeds were below the mean for postgraduate readers (by up to 14 standardised points). On dropping out, 20% remained below the mean, but less than 5 standardised points below. Every student improved their reading speed.  The mean reading speed for these students when they dropped out is 361 wpm.  This is faster than 99.9% of postgraduates. Their median score is 333 wpm, faster than 99% of postgraduates. Despite small numbers, the improvement in reading speeds achieved statistical significance (p<0.002)

22% of the student drop outs have subsequently rejoined the course.