With so many different programmes in the market that purport to transform your child’s brain, it can be difficult for parents to make the best choice. One important question parents ought to ask when checking out any brain training programme is the evidence, or results achievable. This means more than asking for success stories or testimonials. Yes, while those are important and certainly memorable, parents should also enquire about hard data and evidence. Here is a summary of all the research on our brain fitness training programme that proves that they work, including studies from Stanford, Harvard and MIT Universities.
Fast ForWord Research
The award-winning Fast ForWord program is one of the most highly researched and proven learning programs in existence today.
The Fast ForWord research stretches over 30 years, with over 40,000 participants, 700 white papers, 100 scientific articles and reports, and 8 independent reviews.
As the pioneer of neuroscience-designed programs, the Fast ForWord program has been rigorously researched since its release in 1997. Few programs can claim this level of research.
The founding neuroscientists
Fast ForWord is the collaborative work of a group of neuroscientists who have compiled an impressive amount of evidence to prove the efficacy of the Fast ForWord program.
The original research
Dr Norman Doidge’s best-selling book ‘The Brain that Changes Itself’ examines the neuroscience revolution and how Fast ForWord was developed.
Featured: The Nevada Department of Education commissioned the Leadership and Learning Center (LLC) to conduct an in-depth evaluation of reading programs purchased with department grants. Fast ForWord programs increased student reading achievement by an average of 22.2 percentage points, the largest average impact of all programs reviewed in the Report.
Who has benefited
Featured: A research study conducted by Stanford University showed increased activation in the areas of the brain associated with reading, spelling and writing after using Fast ForWord, as well as improvements on tests of reading and language. This research was later replicated at Harvard Medical School.
Featured: A multi-year study followed more than 500 high school students from 20 schools over the years of their Fast ForWord participation and shows impressive long-term results on the Texas Assessment of Knowledge and Skills (TAKS) which is administered annually throughout Texas and is closely aligned with the state curricular standards.
Fast ForWord school research
In 2008, for the first time in a decade, this school district exceeded the state average for the percentage of fourth graders reading at or above the Basic level on the initial
Read more about:
- Fast ForWord Australian school research
- Fast ForWord for dyslexia
- Fast ForWord for auditory processing disorder
- Fast ForWord for reading
- Fast ForWord for writing
- Fast ForWord for attention, ADD & ADHD
- Fast ForWord for autism spectrum disorder (ASD) and aspergers
- Fast ForWord for English language learners (ESL / EAL/D)
- Fast ForWord for cochlear implants
- Fast ForWord for gifted and talented students
- Fast ForWord for young adults
- Fast ForWord for older adults
- Fast ForWord for acquired brain injury & stroke
The Reading Assistant research shows that it can improve a student’s reading grade level up to 50% more than students receiving classroom instruction alone, in the same time period.
Six-month reading comprehension improvement after one-month of Reading Assistant
After one month of Reading Assistant use, these year 5 students improved their Lexile scores by an average of 68 points (equivalent to approximately a six month gain). In this one-month summer program, participants gained more than half a year in reading comprehension, on average.
Students improve reading level 50% more than expected
This Reading Assistant research study followed 2,148 students over 136 schools in years 1 – 12. The students began the school year with an average reading year level of 4.5. After using the Reading Assistant program, they made statistically significant gains in their reading skills, with the group average improving from the 22nd percentile to the 37th percentile, and from a reading level of year 3.4 to year 4.3.
State test reading improvement in high school students
This research study involved 61 students in years 9 to 12 who used Reading Assistant 3 times per week at school. At the beginning of the study, the students’ average reading score was 12.3. After Reading Assistant use, the group average increased to 18.3.