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Research Evidence, Press Materials, and Media Resources
This page provides downloadable research studies, press materials, and media resources documenting NOW! Programs®. Materials are organized for journalists, educators, and policymakers seeking evidence and background documentation for a proven, research-validated literacy intervention supported by NICHD funded randomized controlled trials and delivered through monitored, high fidelity instruction.
Featured Downloads
Quick access to the most frequently requested press and research assets.
Media Kit
Full Media Kit (PDF)
One downloadable packet with program overview, story angles, quick facts, and media contact.
Press Ready: Includes background information, story angles, and key facts for immediate reporting.
Research
Randomized Controlled Trials (RCTs)
Direct DOI links and PDFs documenting research outcomes supporting NOW! Programs®.
Gold-Standard Research: Randomized controlled trials documenting prevention and remediation outcomes.
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Logo Pack + Media Images
High-resolution logos and approved images for print and digital coverage.
Media Use: High-resolution images for media use are available below. All images may be used by news organizations in coverage of NOW! Programs® with attribution to NOW! Programs®.
Outcomes
Assessment & Outcomes Snapshot
A quick, shareable summary of measurable literacy outcomes and student impact.
Download snapshot → Research Evidence (For Journalists and Policymakers)
NOW! Programs® is supported by a body of NICHD funded randomized and controlled intervention research demonstrating that intensive, structured instruction can both prevent reading disabilities for more than 97% of 5-year-olds, but also can produce measurable and lasting literacy gains for elementary education students. The RCT section below provides direct DOI links and PDF access where available.
Randomized Controlled Trials (RCTs)
Randomized Controlled Trials (RCTs)
The studies below document NICHD funded randomized and controlled intervention research supporting NOW! Programs®. Each entry includes a brief design summary, key outcomes, and citation-ready links.
Use in reporting: These RCTs demonstrate measurable literacy growth under validated instructional conditions. DOI links are provided for citation and verification.
Primary RCT (NICHD-related)
Intensive Remedial Instruction for Children With Severe Reading Disabilities (2001)
Torgesen, Alexander, Wagner, Rashotte, Voeller & Conway (2001). Journal of Learning Disabilities, 34(1), 33–58.
DOI: 10.1177/002221940103400104
Study Design
60 children with severe reading disabilities were randomly assigned to two intensive instructional programs. Participants received 67.5 hours of one-to-one instruction delivered in two 50-minute sessions daily for 8 weeks.
Key Outcomes
- Very large gains in generalized reading skills
- Improvements remained stable at 2-year follow-up
- Substantial improvements in accuracy and comprehension
- 24 students exited special education services after treatment
Interpretation: Demonstrates that intensive, structured remediation can normalize reading for many severely impaired students—consistent with core NICHD intervention conclusions.
Controlled Early-Intervention Study (NICHD-related)
Preventing Reading Failure in Young Children With Phonological Processing Disabilities (1999)
Torgesen, Wagner, Rashotte, Rose, Lindamood, Conway & Garvan (1999). Journal of Educational Psychology, 91(4), 579–593.
DOI: 10.1037/0022-0663.91.4.579
Study Design
Experimental early-intervention comparison of multiple instructional approaches with 88 hours of one-to-one instruction delivered across kindergarten through grade 2.
Key Outcomes
- Early targeted instruction prevented reading failure for many at-risk students
- Established instructional principles later validated in randomized remediation research
- Documented the impact of structured phonological/decoding instruction
Interpretation: Supports a prevention-to-remediation model demonstrating that early instruction targeting phonological processing can change reading trajectories.
NICHD Prevention-to-Remediation Research Program (Context)
The studies above reflect a broader NICHD-supported intervention research sequence examining both preventive and remedial instructional models. This prevention-to-remediation line established principles later tested in randomized remediation research and informs the instructional foundation of NOW! Programs®.
How to Cite the Research
Journalists, educators, and researchers may cite the randomized controlled trials supporting NOW! Programs® using the references below.
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities. Journal of Learning Disabilities, 34(1), 33–58.
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T., & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities. Journal of Educational Psychology, 91(4), 579–593.
DOI links and downloadable PDFs are provided above for verification and citation.
Additional Research (Supporting Evidence)
The materials below provide additional supporting documentation. These studies are included for reference and background and are presented separately from randomized controlled trials.
Supporting Evidence
The Effects of the Online Remediation of Phonological Processing Deficits on Functional Reading Abilities in Students With Dyslexia (2022)
Bowden, F. (2022). University of South Carolina Doctoral Dissertation
This mixed-methods intervention study examined the impact of online phonological-processing remediation on reading accuracy, fluency, and comprehension in students with dyslexia receiving NOW! Foundations for Speech, Language, Reading and Spelling® instruction.
Study Design
Ten students with reading difficulties participated in 60–65 hours of one-to-one online instruction. Standardized assessments included the CTOPP-2 and WIAT-IV administered before and during treatment.
Key Findings
- Large to very large effect sizes in phonological processing measures
- Improvements in reading accuracy, fluency, and comprehension
- Positive changes in student reading attitudes reported by parents
- Demonstrated effectiveness of online delivery of intervention
Interpretation: This study provides supporting evidence that online delivery of intensive phonological-processing intervention can improve functional reading skills in students with dyslexia.
Evidence + Branding
The Link Between the Randomized Controlled Trials and NOW! Programs®
Typical of clinical research that is not aimed at creating and promoting a commercial program, The Morris Center and Dr. Conway’s 20+ years of research on preventing and remediating reading disorders began with a theoretical foundation described in Book 1 of Lindamood’s Auditory Discrimination in Depth (ADD Program, 1969; Lindamood & Lindamood).
In 2013, Dr. Conway chose to brand The Morris Center’s proprietary Dyslexia/Literacy/SLD early intervention and remediation program within an edtech company. This sequence—conducting and publishing research first to establish efficacy and effectiveness, and branding, naming, and delivering evidence-based services second—is consistent with the medical model of treatment discovery and dissemination.
Namely, Dr. Conway conducted the research first with world-renowned colleagues in behavioral neurology, neuropsychology, speech-language pathology, developmental/behavioral pediatrics, and other disciplines—then branded and marketed the treatment program second when he created the Neuro-Development of Words – NOW! ProgramsⓇ company.
He branded and trademarked The Morris Center’s dyslexia training program as the NOW! Foundations for Speech, Language, Reading and SpellingⓇ program and made it globally available via online edtech delivery of services through www.NOWprograms.com.
Key point: The peer-reviewed randomized controlled trials establish the evidence base first—NOW! Programs® is the branded, standardized delivery model built to scale those research-validated methods.
Press Materials & Releases
Archived press releases and background materials for journalists covering NOW! Programs®.
LipLetter Land™ Early Literacy App Launch (2025)
Dr. Tim Conway & NOW! Programs® launched LipLetter Land™, an early literacy app designed to develop foundational speech-to-print skills through multisensory instruction.
View Press Release → 
NOW! Programs®
Proven, research-validated speech-to-print literacy intervention supported by randomized controlled trials.
Media Contact: info@NOWprograms.com
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