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Evidence of Effectiveness
The results demonstrate that ForWord prepares the brain for learning English by improving the language and cognitive skills that are often weak in struggling students (MAPS — memory, attention, processing speed, and sequencing). When these building blocks for English language are in place, students start to make significant learning gains, and are able to catch up with their peers.
Some studies used experimental designs, including the use of random assignment, while others have been case studies. Some of the studies had a short timeline and have shown that students start reaping the benefits within a few weeks while others have been longitudinal and show that the benefits endure over years.
Several studies have been published in major peer-reviewed journals such as Science and the Proceedings of the National Academy of Sciences while others have been evaluated by the doctoral dissertation committees of students working towards their doctoral degrees.
Some of these schools use the products with students in a specific grade while others target English language learners, students receiving services for Special Education, students who did not score at the proficient level on their high stakes test, or students who are not succeeding in a typical school environment.
These studies demonstrate the effectiveness of the Fast ForWord products, which incorporate brain fitness exercises to improve reading skills, and the Reading Assistant software which targets fluency. They show the impact of the products on diverse populations and in a variety of settings.
What Works ClearingHouse
We have 21 studies that meet WWC Evidence Standards for Adolescent Literacy, Beginning Reading and English Language Development.
Fast ForWord is supported by “strong evidence.” For an intervention to be supported by strong evidence, there must be at least one well-designed and well-implemented experimental study (e.g., a randomized control trial) on the intervention. The United States Department of Education considers an experimental study to be “well-designed and well-implemented” if it meets What Works Clearinghouse Evidence Standards without reservations. See the Guidance for Evaluation (ESSA) Click Here
Proven positive effectiveness ratings and improvement indices for:
WHEN COMPARED TO OTHER INTERVENTIONS EVALUATED BY WWC
Fast ForWord is the only intervention with positive effects for English Learner
AND Literacy Outcomes for students grades
K-10 in individual, small group, and whole class settings.
The National Center on Intensive Intervention + State Reviews
Want to Learn More About Fast ForWord?
Duplicate Research and Evidence – US Government Review in Whats Works Clearinghouse
Fast ForWord is the top-rated intervention for English language development on What Works Clearinghouse. Students can make up to 2 years’ gain in 3 months in reading and language skills. The Clearinghouse only reviews high-quality studies and has reviewed several...
Departments of Education Name Fast ForWord Top Intervention
Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI Fast ForWord meets all needs for all grades versus competitors such as Achieve 3000, Lexia and Reading Recovery. Nevada State concludes that the Fast ForWord...
Home Study Use Guidelines
Getting Started with Fast ForWord and Reading Assistant Plus at HomeGet text from here https://www.scilearn.com/wp-content/uploads/Using_Fast_ForWord_at_Home-1.pdf
Dyslexia, Visual or Auditory?
Key Points For some with dyslexia, the “letter box” of the mind is not reacting the way it does in average readers. Reading does not come naturally. The brain of a human is not “wired” for reading Children need to perceive speech sounds and letters quickly and...
Auditory Processing and Hearing, What’s the Difference?
Auditory Processing is basically the role the brain plays in the hearing process which ultimately enables us to develop learning skills. Essentially, it is our brain and not our ears that hear. The ears play the part of sending raw information on for further analysis...