Evidenced-based. Amazing results.

On average, LearnUp students:

  • Increase their word fluency by more than 50%, gaining over 44 words per minute in fluency
  • Jump 2.0 grade levels in reading

All in under 3 months of tutoring.


While parent, student, and teacher testimonials are incredibly powerful, we also use multiple assessment methods to measure the true impact of the program on our students.

  • We pre/post-test all students enrolling in LearnUp. We reassess every 20 sessions as an ongoing measure of reading progress and conduct a final exit assessment to measure reading outcomes.
  • In addition to internal measures, LearnUp uses the  Test of Word Reading Efficiency (TOWRE) reading assessments to measure phonemic awareness and sight word mastery. We use the Scholastic Reading Assessment to give us a snapshot of how our students compare to their national grade-level cohort.
  • We internally track each student’s reading growth. At the start of the program, we record their entry point, measure their reading fluency and reading level in our curriculum. Then, we re-measure progress on a weekly basis.
  • We film each student at the beginning and along the way to help see and hear their reading progress. This becomes a visual and auditory record of their reading improvements.
  • When the student exits, we can see the overall progress of the student and calculate their reading level gains.
  • We are exploring other ways to measure our impact, including a measurement of self-esteem, which is a critical component of struggling readers and a key characteristic for future success.


Our reading director, Steve Tattum, has been training educators and teaching kids to read for over 40 years. In 1998, he took all that experience and created the Tattum Reading Program. LearnUp is replicating his methodology and scaling his success with students and schools in the Bay Area.

LearnUp outcomes are in line with the historical outcomes of schools, learning specialists, and tutors using the Tattum Reading Program (also known as F.A.S.T.) Despite the different names, they are the same innovative approach, curriculum, methodologies, and materials. The research cited below was conducted on both the Tattum Reading Program and the F.A.S.T. Program.

Michigan Five Year Study Shows Amazing Reading Growth 

Implementation of a Reading Intervention Program: Internal Assessment and Cost-Benefit Analysis

By Derrick R. Fries, Eastern Michigan University, Tom Harwood and Greg Johnson, Grosse Pointe Public School System

Synopsis: The results of a five-year study show that students who used the Tattum Reading Program (a.k.a. F.A.S.T.), who were initially performing below expectations in reading, made substantial reading gains during the time they were in the program. Moreover,  they made reading gains more often associated with students who were not identified as struggling readers. Students in the study showed unexpected strong growth on the Michigan Educational Achievement Program (MEAP) tests.

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Denver Students Make Significant Reading Gains 

Beyond Basics Reading Outcome Multiple Year Assessment: Fall 2008 — Spring 2010

Report Generated By Melissa Dietz, Research Consultant

Four Denver Public Schools used Beyond Basics (Beyond Basics uses the Tattum Reading Program) as a reading intervention program for 155 students in the 3rd to 6th grades. The impact the program has made on these students can be tracked by overall grade level reading readiness as well as to the individual student’s ability to master key reading skills such as word identification, word attack skills, fluency, and overall comprehension.

In two years:

  • On average, the students went from a full grade level behind in reading to reading at grade level.
  • Word Attack skills, a developmental foundation for future reading success, were on average elevated by more than 2 years.
  • Word Identification and Comprehension skills on average were elevated by nearly a full reading grade level.
  • Fluency jumped by 28 words per minute.

“The benefits of the program are far-reaching past the core measures used to assess reading proficiency…  offers these children an opportunity to embrace who they are, develop confidence and overcome the hurdles that stand in their way.”

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