Topic: Academic Performance, Communication
Target Population: Adolescents, Adults, Individuals with Disabilities, Middle Childhood, Young Adults
Sector: Community-Based, School-Based
This program is for individuals who have an IQ of 71 or higher and who have a learning disability or who experience difficulty with literacy.
Barton Reading & Spelling System© (Barton System) is a level-based tutoring system that is designed to assist individuals who have difficulties with reading, writing, or spelling skills.
A pretest/posttest study with no control group was conducted in which the Barton System was used as a supplemental program in addition to students' regular curriculum. Results showed that participants (n=9) experienced average gains in scores across various domains; however, not every student experienced gains from pretest to posttest, and some students' scores declined from pretest to posttest. A quasi-experimental study was conducted among 2nd- and 3rd- grade students with dyslexia in Iran. Levels one and two of the Barton system were delivered for 10 weeks, and posttest results indicated significant differences between groups in reading fluency.
can help them strengthen their reading and spelling skills. The Barton System is divided into the following 10 levels:
Each level is delivered in a 10-step sequence. Lessons are supplemented with manipulatives, stories, online games, and other activities.
Facilitators use a different kit for each level, and each kit includes a pretest and posttest, so tutors may monitor the progress of their learners. At the end of the program, participants should be able to read on a 9th-grade level.
The Barton System has been used widely across the United States since 1998.
Any individuals who are literate can be tutors and can facilitate this program. Prospective facilitators must pass a short online screening. Each level of the program contains a 5-hour tutor-training DVD to be completed at the tutor’s own pace. Tutor training videos may also be watched online. Please visit the following website for details https://bartonreading.com/tutors/#bat
Considerations for implementing this program include recruiting facilitators; obtaining buy-in from school or community center administration, parents, and participants; understanding program materials will need to be purchased; and finding time and space to implement lessons.
The Clearinghouse can help address these considerations. Please call 1-877-382-9185 or email Clearinghouse@psu.edu
If you are interested in implementing the Barton System, the Clearinghouse is interested in helping you!
Please call 1-877-382-9185 or email Clearinghouse@psu.edu
The program proceeds at the learner's pace, so time commitments vary. Each student should receive the equivalent intensity of 2 hours of one-on-one tutoring per week. Students should be tutored a minimum of twice per week, and sessions last 45 to 60 minutes.
Kits are available for each level and cost $300 to $350 for use by a single tutor. A site license is available for kits for each level and cost $1,000 to $1,500 each. Please visit https://bartonreading.com/price-3/ for more information.
To move the Barton System to Promising on the Clearinghouse Continuum of Evidence, at least one evaluation should be performed demonstrating positive effects lasting at least one year from the beginning of the program or at least six months from program completion.
The Clearinghouse can help you develop an evaluation plan to ensure the program components are meeting your goals. Please call 1-877-382-9185 or email Clearinghouse@psu.edu
Contact the Clearinghouse with any questions regarding this program.
Phone: 1-877-382-9185 Email: Clearinghouse@psu.edu
You may also contact Barton Reading & Spelling System by mail 2059 Camden Ave., Suite 186, San Jose, CA 95124, phone 1-408-559-3652, fax 1-408-377-0503, email Info@BartonReading.com, or visit https://bartonreading.com/contact-us/
Azizifar, A., Salamati, M., Mohamadian, F., Veisani, Y., Cheraghi, F., Alirahmi, M., & Aibod, S. (2019). The effectiveness of an intervention program -Barton Intervention Program- on reading fluency of Iranian students with dyslexia. Journal of Education and Health Promotion, 8(1), 167-167. https://doi.org/10.4103/jehp.jehp_28_19
Giess, S., Kennedy, K., Rivers, K. O., & Lombardino, L. J. (2012). Effects of multisensory phonics-based training on the word recognition and spelling skills of adolescents with reading disabilities. International Journal of Special Education, 27(1), 60-73.
Mihandoost, Z., & Elias, H. (2011). The effectiveness of the Barton's Intervention Program on reading comprehension and reading attitude of students with dyslexia. Iranian Journal of Psychiatry and Behavioral Sciences, 5(2), 43-52.
Mihandoost, Z., Elias, H., Nor, S., & Mahmud, R. (2010). The effectiveness of the Intervention Program on the attitude and self-concept of students with dyslexia. Journal of American Science, 6(12), 1181-1191.
Mihandoost, Z., Elias, H., Nor, S., & Mahmud, R. (2011). The effectiveness of the Intervention Program on reading fluency and reading motivation of students with dyslexia. Asian Social Science, 7(3), 187-199. https://doi.org/10.5539/ass.v7n3p187
Mihandoost, Z., Habibah, E., Sharifah, M. N., & Rosnaini, M. (2012). The effectiveness of the Barton Intervention Programme on reading skills of dyslexic students. Pertanika Journal of Social Science & Humanities, 20(2), 475-492.
