Low performing students aged 17-21 years and attending high school in Dallas used Fast ForWordâs computer reading programs and gained two and a half grade levels in reading performance.
The studentsâ reading skills were tested at the beginning and end of the study using the Test of Adult Basic Education (TABE). The students were performing on a Grade 7 level before receiving Fast ForWord training. After receiving training the students showed significant improvements in their reading ability and they had also gained about two and a half grade levels in terms of their reading performance.
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 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 â the Dallas Independent school district study
In this study, students spent 60 days using the Fast ForWord programs during a 5 Â½ month period. The students showed significant long term effects the programme had on the outcome studentsâ Texas Assessment of Knowledge and Skills (TAKS) scores. The longitudinal shows that the studentsâ 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 programsÂ 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.
Fast ForWord for Auditory Processing Disorder
The Fast ForWord programme has a unique feature in its patented Acoustically Modified Speech Technology, which slows down the so-called stop sounds such as âbâ, âdâ, âpâ which cannot be slowed down by a human voice. By slowing down the sounds, many students with auditory processing difficulties are able to accurately hear these sounds for the first time. This gives them the opportunity to train their brain to process these sounds with increased accuracy. A number of studies have been conducted to evaluate the effects of Fast ForWord training on Auditory Processing Disorder. What follows is a summary of the results of a number of these studies.
Auburn University – Children Improve Auditory Processing and Show Evidence of Neuroplastic Changes
The researchers evaluated brainstem responses to speech sounds in elementary school children who participated in theÂ Fast ForWord programÂ 50 minutes a day, five days a week for eight weeks. The researchers found that theÂ Fast ForWord programÂ not only improvedÂ auditory processing skillsÂ andÂ listening skills, but they found evidence of brain changes in the children withÂ APD. These âneuroplasticâ changes in brain function occurred in regions specific to and important for accurate listening andÂ language processing.
Rutgers University – Children Improve Brain Wave Efficiency, Rapid Auditory Processing Accuracy and Language
In this study, twenty-one elementary school students diagnosed withÂ language learning impairmentÂ (LLI) participated inÂ Fast ForWord interventionÂ for an average of 32 days.Â The students were assessed both before and after the training using standardized tests and EEG recordings.Â A control group of twelve children with no language difficulties were also included in the study. They received the same testing, but no training. The study concluded that theÂ Fast ForWord Language programÂ improves at least one measure of the brain wave efficiency and that is in turn correlated with improvements both in RAP accuracy and also language skills.
University of Western Australia – Improved Reading Skills and Behaviour in Children with APD
Students in Singapore diagnosed withÂ (C)APDÂ demonstrated significant gains in reading skills after usingÂ Fast ForWordÂ in a study conducted through the University of Western Australia. Two groups of students from a public primary school in Singapore used theÂ Fast ForWord Language program.Â One group consisted of students who were poor readers and the other groupd consisted of students who were diagnosed with Auditory Processing Disorder. Both groupsâ decoding were tested to determine their decoding and sight word recognition abilities, before and after Fast ForWord training and both groups demonstrated significant gains in both these skill areas.
Fast ForWord for Dyslexia
Studies on the effect that Fast ForWord has on the brain activity of students with dyslexia have been conducted at both Harvard and Stanford Universities.
The students were given fMRI scans in order to analyse whether any changes had occurred in their cognitive activity before and after having undergone the training for a period of eight weeks. These studies both found that students who initially showed under activity in the areas of the brain which involves language and reading had normalised after Fast ForWord training. Furthermore, the studies also found that the studies had significantly improved their reading and oral language test scores on a number of measures.
The studentsâ language and reading skills were measured using the Woodcock Reading Mastery Test-Revised (WRMT-R), the Clinical Evaluation of Language Fundamentals, Third Edition (CELF-3), and the Comprehensive Test of Phonological Processing (CTOPP). A control group of children with normal reading abilities, who did not undergo the training, had also been included in the study.