Scientific Research Based Instruction


Dr. J. Ron Nelson


Dr. Nelson is a nationally recognized early education research professor and he not only developed the curriculum for Looney Tunes ClickN READ Phonics but designed all aspects of the computer program that delivers that curriculum. He designed every display screen and the interactive instructional environments and also wrote every word the on screen instructor says, so in essence, your child is being tutored by Dr. Nelson!

Dr. Nelson's prolific research career spans nearly 21 years working with our nations top Universities and educators. Dr. Nelson has a national reputation as an effective researcher with over 30 research grant submissions funded totaling over $15 million, and publications that include over 150 research papers, 13 book chapters, and 7 books that focus on early childhood research.


Looney Tunes ClickN READ Phonics


Looney Tunes ClickN READ Phonics curriculum based on The National Reading Panel Research


Looney Tunes ClickN READ Phonics is based on the research literature on effective reading instruction as reviewed and summarized by the National Reading Panel.

The National Institute of Child Health and Human Development in consultation with the Secretary of Education, established the National Reading Panel to study the effectiveness of different approaches used to teach children to read. For over two years, the NRP reviewed research studies on reading instruction conducted from 1964 to present and in April 2000 concluded its work and submitted "The Report of the National Reading Panel: "Teaching Children to Read", at a hearing before the U.S. Senate Appropriations Committee's Subcommittee on Labor, Health and Human Services, and Education.

Looney Tunes ClickN READ Phonics and Response to Intervention (RTI) and Reading Recovery


Looney Tunes ClickN READ Phonics is conceptualized as a Tier II-Supplemental instructional intervention that supports and is linked directly with the core beginning reading instruction provided in general education classrooms. The target letter sounds, sight words, word families, prefixes, and suffixes taught in Looney Tunes ClickN READ Phonics were carefully selected and organized into a scope and sequence directly aligned and synchronized with the typical introduction of these elements in core beginning reading curricula. Additionally, scientifically based design (i.e., discrimination training for letter sounds, intermittent and cumulative reviews, automaticity instruction sequence, practice of skills with connected text) and explicit instruction procedures (i.e., model-lead-test presentation sequence, immediate error correction) are used to present the beginning readings skills. Furthermore, the online delivery not only reduces the staffing resources needed to implement the program, but ensures fidelity of implementation.

Additionally, beginning reading instruction targeted by Looney Tunes ClickN READ Phonics is guided by the underlying distributed model of learning and processing (see Adams, 1990; McClelland & Rumelhart, 1986; Rumelhart & McClelland, 1986). This model describes how lexical information is represented by interrelated phonological, orthographic, and semantic features. Lexical processing models suggest that semantic features associated with words are associated with phonological and orthographic features. As spelling and decoding skills become more accurate, the orthographic and phonological processors form stronger, faster, and more accurate connections with the meaning processor to allow rapid pronunciation, spelling, and word meaning access. Based on lexical processing models, Looney Tunes ClickN READ Phonics approaches beginning reading instruction through its focus on a well-identified high priority skills (i.e., letter sounds, blending, spelling, sight words, word families, prefixes, suffixes, reading of connected text), and a set of structured teaching activities that strengthen connections among the processing systems that support word knowledge.