Build Your Child's Foundation for a Lifetime of Learning

Independent research confirms what we've known all along — your child will learn to read quickly and effectively with Ooka Island

  • Big Success Metric 1 Icon

    Ranked #1 by US Dept. Of Education

    Ooka's founders pioneered the top-rated method out of 153 programs

    (Source: Institute of Education Science)

  • Big Success Metric 2 Icon

    Increased Student Reading Scores by 85%

    Ooka's concepts are proven to ensure a solid foundation in reading

    (Source: FCAT Study)

  • Big Success Metric 3 Icon

    Proven to Help Kids Understand What They Read

    Playing Ooka Island for 1 hour increased reading comprehension 12%

    (Source: Eureka Ranch Study)

Positive Screen Time. Positive Results.

  • Spend 30 Minutes, 3x a Week

    Discover 24 levels of game play where your child is the hero.

  • Enjoy Significant Gains in Reading

    4 year olds break into reading in as few as 13 hours.

  • Meet Your Strong & Confident Reader

    Your child graduates from Ooka with reading skills to last a lifetime.

Wondrous & Engaging

We all know how difficult it is to stick with something that we don't want to do, especially when it seems too hard.

We teach scientifically proven concepts as game-play and your child won't even realize that they're learning to read—It's like hiding medicine in apple sauce. With an adventurous storyline and 24 exciting and engaging levels, becoming the hero of Ooka Island is reward enough to keep your child motivated. This is one of the many reasons why Ooka Island is so effective. It doesn't feel like homework.

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Individual & Adaptive Learning

Your child needs the foundational skills in order to read well and may need their own path to get there.

Ooka Island's innovative technology is like having a reading tutor for your child. Concepts and lessons are presented visually as well as auditorily through interactive stories, games, and music. While your child is playing, we're tracking progress to detect patterns and identify where your child is performing well and where they need help. Ooka continually presents the best path for your child to ensure that the skills needed to be a successful reader are mastered.

We have loved this program. My sons ask to play it all the time. It is the best program I have found for introducing so many different steps to learning to read. It covers letter sounds, letter identification, sight words, consonant blends and vowel blends, reading comprehension, and more.
Christina, Parent of 5 years old twins
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Immediate Feedback & Reporting

With over 10,000 data points being measured during game play, we're getting pretty good at detecting where your child is excelling or having difficulty.

Your child's report card provides meaningful and at-a-glance insights as well as in-depth analysis on progress. You don't have to wait until parent-teacher night to find out that there's a problem. Immediate feedback is delivered to your inbox so you can take a little time after a busy day and learn actionable information to support your child.

My son loves playing on Ooka Island and gets excited when he earns free play; I love the report features, which allows me to see exactly what his strengths and weaknesses are.
Rachel K., Parent of a 6-year-old boy
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Learn & Play Anywhere

Making Ooka Island your child's reading tutor means that we should be a convenient option for your family.

After all, what good is a tutor that can't be available? We've adapted a learn-to-read program to software and soon we're making the jump to a web-based platform with additional iOS and Android applications. Your child can learn anywhere and you can take comfort knowing that the screen time you're allowing is responsible screen time.

My son can read, but does not enjoy it. At all. He asked over and over again to play Ooka Island though! This is the first online “learning” game that we have tried that he loves. That make me one happy momma.
Erika, TOS Review Crew
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It's Not Just Parents. The Press Loves Ooka Too!

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Ooka Island's Adaptive Reading Platform uses a learning algorithm to adapt to each child's progress. Kids learn at their own speed"
It is especially appropriate for ELLs (English Language Learners). The second reading of a book is important for young readers and I love the idea of questioning about what was read.""
Phyllis Solomon, Computer Teacher
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Review the Research
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The Ooka Island program focuses on producing strong comprehension skills. The Ooka Island method is based on the proven concepts of a program that was recognized by the U.S. Dept. of Education as the top program, out of 153 analyzed, for developing comprehension in young readers. This program was SpellRead, developed by Dr. Kay MacPhee, the co-founder of Ooka Island.

The WWCH released a report with a review of 153 programs, out of which only 24 had research that matched evidence standards. Only seven programs were shown to provide significant increase in comprehension and out of those seven, SpellRead was number one, with an average percentile gain of 20 points.

Results of this study showed that SpellRead:

  • made a significant impact on the reading skills of deficient readers in grades one to six.
  • improved reading skills after only 35 hours of SpellRead instruction at all grade levels.
  • was effective for both moderately and severely deficient readers when delivered in groups of three to five students.

Rashotte, C.A., Kathleen MacPhee and Joseph K. Torgesen. “The Effectiveness of a Group Reading Instruction with Poor Readers in Multiple Grades.” Learning Disability Quarterly, 24:2 (2001): 119-134.

Research has confirmed that appropriate computer-assisted instruction that is engaging and enjoyable, and provides active learning experiences, strongly encourages learning in young children. The highly motivating game environment of the Ooka Island program, with short activities, consistent reinforcement, computer animation and interactivity, keeps children engaged and learning.

The more structured nature of computer-based learning compared with regular classroom instruction, as well as the immediate feedback and greater engagement with the learning experience that computers provide, make this type of reading instruction particularly well suited to young children.

Van Daal, V.H.P. and P. Reitsma, “Computer Assisted Learning to Read and Spell: Results from Two Pilot Studies.”Journal of Research in Reading 21, (2000): 181-193.

Shamir, Adina and Inessa Shlafer, “E-books effectiveness in promoting phonological awareness and concept about print: a comparison between children at risk for learning disabilities and typically developing kindergarteners.” Computers & Education, 57.3 (2011): 1989-1997.

The Ooka Island program provides a meticulously structured and leveled approach with explicit instruction in all the essential early literacy skills, with each skill building on the previous skills. Science has proven that learning to read with explicit instruction in recognizing and using the 44 sounds of English is crucial for the development of essential foundational skills for reading. In addition, learning to read in a more structured way, where activities build skills in a carefully determined progression, in a consistently presented format, is more efficient and supportive, particularly for children who find typical classroom reading instruction overwhelming.

National Institute of Child Health and Human Development, NIH, DHHS. (2010). Developing Early Literacy: Executive Summary of the National Early Literacy Panel (NA). Washington, DC: U.S. Government Printing Office. Web. October 6, 2011.

National Reading Panel Report re systematic, explicit instruction in phonemic awareness.

The Ooka Island program provides intense training on the rapid processing of speech sounds, a vital first step in the development of reading skills. An inability to quickly process speech sounds can cause problems with the normal development of an otherwise effective and efficient phonological system, something that is necessary for the development of foundational reading skills, and ultimately, reading comprehension. A recent study in the journal Child Development suggests “…early hearing speed can predict a student’s reading and spelling skills in early elementary school better than other cognitive skills like intelligence, working memory, and attention.”

Steinbrink, Claudia, et. al. “Development of Rapid Temporal Processing and Its Impact on Literacy Skills in Primary School Children.” Child Development, July-Aug 85:4 (2014): 1711-26

“Learning to listen reduces the cognitive burden of attending to the signal. The more proficient children become in learning to listen, the more capacity they have for listening to learn.”

Tallal, Paula. “Improving Neural Response to Sound Improves Reading.” Child Development Jul-Aug; 85(4): 2014 (1711-26).

Research has shown that e-books can effectively promote phonological awareness and concepts about print among young children, the earliest foundational skills in learning to read. It is particularly important that e-books reflect children’s own experiences and language level. The Ooka Island program intentionally uses very familiar situations and natural language. This makes it easier, rather than more complicated, for children to begin to understand what reading is all about.

One of the most critical, early developing concepts about print involves understanding that print is just spoken words written down. Highlighting of the words as they are read in an e-book, as done with the Ooka Island books, helps develop this understanding and also strengthens the connection between sounds and written words.

The Ooka Island reading experience provides books that have appropriate language and vocabulary throughout the levels, story lines that will be familiar to most young children, simple guiding narration to foster thinking about what is being read, with no other factors that would distract from the reading, and comprehension activities after the reading, so that the story is not interrupted.

“E-storybooks may be more effective for young children if educators provide developmentally appropriate e-storybooks that limit digital features that are unrelated to the story. These can serve as distractions for children and limit their comprehension of the story.”

Shamir, Adina and Inessa Shlafer, “E-books effectiveness in promoting phonological awareness and concept about print: a comparison between children at risk for learning disabilities and typically developing kindergarteners.” Computers & Education, 57.3 (2011): 1989-1997.

Science has proven that learning to read early links to future academic success. The Ooka Island program gives preschoolers the skills they need to be reading before school entry.

A group of researchers examined a number of studies on school readiness, looking at links between three key elements—reading and math skills at school-entry, attention skills, and socio-emotional skills (social skills and problem behaviors)—and later school reading and math achievement. Across all 6 studies, the strongest predictors of later achievement were school-entry math, reading, and attention skills.

Dowsett, Chantelle J. et. al. “School Readiness and Later Achievement.Developmental Psychology, 43:6 (2007): 1428–1446

The National Literacy Panel came to the following conclusions regarding early literacy instruction:

  • “Children who develop more literacy skills in the pre-school years perform better in the primary grades. Providing young children with the critical precursor skills to reading can offer a path to improving overall achievement.”
  • “Research evidence confirms the strong connection between early skill development and later reading success.”
  • “It is critical to start early if children are to develop the skills they need to be successful.”

National Institute of Child Health and Human Development, NIH, DHHS. (2010). Developing Early Literacy: Executive Summary of the National Early Literacy Panel (NA). Washington, DC: U.S. Government Printing Office. Web. October 6, 2011.

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