Scientific Research-Based Instruction

To ensure the integrity of EPIK Learning software and alignment to Core Curriculum standards, the company sought out one of the nation’s leading authorities on research-based instructional design, J. Ron Nelson, PhD. All EPIK Learning programs and apps, including Looney Tunes Phonics™, ClickN READ™, ClickN Spell™ and our complete SmartRunners™ series of mobile apps were designed by Dr. Nelson to maintain the highest level of educational veracity.

Looney Tunes Phonics™ curriculum-based on The National Reading Panel Research


Looney Tunes 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 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 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 staffing resources required to implement the program, but also ensures fidelity of implementation.

Additionally, Looney Tunes 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. 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 Phonics™ approaches beginning reading instruction through its focus on 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.