Learning to read English can be problematic for new readers because of the deep orthography of the language. English has poor letter-to-phoneme correspondence making it harder to learn to read than phonetic languages (Seymour et al., 2003). The current study set out to investigate the effectiveness of Readable English (RE) for improving reading skills. RE simplifies written English by making it phonetic without changing the spelling. Two groups were pre- and posttested: a control group of 23 participants and a test group of 37 participants who were taught RE. Both groups were assessed and given a reading age for reading accuracy, comprehension and rate. Mixed 2x2 ANOVAs were conducted, with ?group? as between subjects factor and ?time? (from pretest to posttest) as within subjects factor. There was a significant main effect of time for both reading accuracy (p < .001) and comprehension (p < .001). There was also a significant time by group interaction for both reading accuracy (p = .022) and comprehension (p = .026), indicating that the average improvement in reading age of 10.3 months in the test group was significantly larger than the improvement of 4.9 months in the control group. Mixed 2x2 ANOVAs were also conducted on error rates and the number of words read correctly per minute, when reading in Standard English text. There was a significant main effect of time for error rate (p < .001), however the time by group interaction was not significant (p = .40). For the number of words read correctly per minute, there was a significant main effect of time (p < .001). The time by group interaction was significant (p = .011), indicating that the average improvement of 25 words in the Readable English group was significantly greater than the improvement of 11 words in the control group. These preliminary results indicate that learning to read RE is not only easier and faster than learning Standard English, but also results in faster learning of Standard English.