Fast ForWord for English Language Learners

At risk students and English Language Learner’s (ELL’s), participated in this study. The results showed that the ELL’s had significantly improved their comprehension skills from below average to within the average range. The students who received Fast ForWord training showed significantly greater gains than those in the comparison group. Both groups were tested using the standardised Test of Auditory Comprehension of Language (TACL) at the beginning and the end of the study and the results were then compared.

More research on Fast ForWord for English language learners can be found on the Scientific Learning website.

Fast ForWord and Autism

Improved language skills by students with pervasive developmental disorders and autism who used Fast ForWord

128 children diagnosed with Autism Spectrum Disorder took part in this study. The results show that they significantly improved in both their Receptive- and Expressive Language skills after using the Fast ForWord programme.

Biological changes in auditory function following Fast ForWord training in children with autism spectrum disorders

Children diagnosed with autism spectrum disorders (ASD) often experience sensory processing difficulties with include auditory processing difficulties. These difficulties relate to their overarching language difficulties. The results of this study show that children with ASD showed improved brain functions (auditory brainstem response and event-related potentials) after Fast ForWord training.

 

 

Fast ForWord for ADD and ADHD

A study conducted by researchers at the University of Oregon demonstrated that students could improve their selective auditory attention ability by engaging in Fast ForWord training. The participants of the study were divided into three groups. One group consisted of students with Language difficulties, another of students with typically developing language. Another group consisted of a control group of children with typically developing language who did not receive the intervention. The students completed standardised language assessments and event-related potential (ERP) measure of selective auditory attention. Students receiving training showed increases in standardised measures of receptive language, as well as larger increases in the effects of attention on neural processing and phonemic decoding ability when compared to the control group.

Watch the research report video below.

Fast ForWord for Writing

Two studies have illustrated the effects that Fast ForWord can have on students’ writing skills. In one study Grade 6 students’ writing skills were evaluated before and after 45 days of Fast ForWord training. Another study showed that Fast ForWord significantly increases the writing ability of University students. In both instances, the group who received Fast ForWord training significantly outperformed their comparison groups.

 

Fast ForWord for Reading

Four-year high school study on reading results

Students in secondary school improved their reading scores from the 13th to the 22nd percentile following the use of the programme and it continued to improve thereafter, extending to the 39th percentile 18 months later.

Multi-year high school study across a range of subject areas – the Dallas Independent school district study

In this study, students spent 60 days using the Fast ForWord programs during a 5 ½ month period. The students showed significant long term effects the programme had on the outcome students’ Texas Assessment of Knowledge and Skills (TAKS) scores. The longitudinal shows that the students’ scores were aligned with the State average until the point of commencement of Fast ForWord use. During the period after Fast ForWord use the results show a 40 point difference between Fast ForWord participants scores and the state average score. This difference in scores expanded to a 65 point difference within one year of Fast ForWord use.

 

Students nearly double their expected gains in reading performance

On average, students who used Fast ForWord programs made statistically significant gains in their Reading, Language Arts, and Maths skills and exceeded the expected growth norms in all three subject areas.

Multi-year primary school study on reading, language arts, and mathematics

Students in Georgia in the USA achieved significant improvements in their Criterion-Referenced Competency Test scores (reading, language arts, and mathematics) when compared with students who did not participate in the Fast ForWord program. These students also experienced continued improvements over the following years.