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Copyright © 2017 Connexion Psychological Practice Ltd.

Evidence-Based Reading Intervention for Struggling Readers and English Language Learners

Developed by neuroscientists, the evidence-based Fast ForWord reading intervention uses a unique 3-part model to directly target and fix the root causes of language and reading difficulty. It provides students with the foundational language and cognitive skills, deliberate practice, and guided reading support they need to make fast improvements, which continue even after they finish the program.  The new Fast ForWord is a powerful solution for K-12 intervention, at-home intervention, or clinical support intervention.

 

Language and Reading Intervention Personalized to Each Learner

  • Elementary Intervention

Fast ForWord provides skill-building exercises that personalize to each of your K-5 learners.   

  • Secondary Intervention

Fast ForWord fills in reading gaps through skill-building exercises for grade 6-12+ learners.

  • SmartLearning Technology

Fast ForWord's SmartLearning Technology adapts to every learner's individual areas of need in real-time.

  • Digital Guided Oral Reading

Fast ForWord's Reading Assistant Plus tool acts like a personal guided reading coach for every learner.

  • Automated Assessment

Fast ForWord Reading Progress Indicator assessments provide accurate, reliable progress information.

  • Real-Time Reporting

Fast ForWord provides real-time data to track learner progress and inform classroom instruction.

Fix Language and Reading Problems Fast: 3-Part Intervention Model

​  1.  Fast ForWord  by improving the language and cognitive skills that are often weak in struggling students (MAPS

        memory, attention, processing speed, and sequencing).

  2.  Your students receive  on a wide variety of language and reading skills - more with Fast ForWord than any other

       approach or intervention.  Intensity is the key to getting far better results fast.

  3.  As students read aloud, speech verification technology listens and and provides real-time corrective feedback. 

       This oral reading reinforces newly learned reading skills and rapidly builds fluency and comprehension.

See the Difference:

  • Enhanced thinking and learning skills that result in more confident, engaged learners.

  • Better reading fluency and reading comprehension skills.

  • Improved performance on summation language and reading assessments.

  • Continued learning growth even after the program is completed.

Research:                

Scientists have put the Scientific Learning family products to the test in carefully-designed outcomes studies, often published in peer review journals.

Adams, M. J. (2006). The promise of automatic speech recognition for fostering literacy growth in children and adults. In M.C. McKenna, L.D. Labbo, R. D. Kieffer, & D. Reinking (Eds.), International Handbook of Literacy and Technology, Volume 2. Mahwah, NJ: Lawrence lbaum Associates. (Summary of Impact Study) (Summary of Sensitivity Study)

Bedi, G.C., Tallal, P., Miller, S. L., Byma, G., Merzenich, M. M., & Jenkins, W. M. (1995). Efficacy of temporal-based training for receptive language and auditory discrimination deficits in language-learning impaired children: A follow-up study. Journal of Cognitive Neuroscience Supplement, April, p.55.

Corbitt, C., Hutchinson, B., Hutchinson, C., Parsons, L., & Pickford, T. (2015). Improved language and literacy skills in state primary schools in Western Australia.  Open Science Journal of Education, 3(5), 32-37.  

Deutsch, G. K., Miller, S. L., Merzenich, M. M., & Tallal, P. (1999). Improvements in auditory working memory after training of children with language impairments. Paper presented at the Cognitive Neuroscience Society.

Dronkers, N. F, Husted, D.A., Deutsch, G., Tayler, M.K., Saunders, G., & Merzenich, M.M. (1999). Lesion site as a predictor of improvement after "Fast ForWord" treatment in adult aphasic patients. Brain & Language, 69, 450-452.

Fischer, S.M. (2015).  Use of the Fast ForWord Language Program to Improve Reading Scores of Secondary Level Special Education Students.  Doctor of Philosophy Dissertation.  Capella University.

Forrest, M., Spitko, T. (2004, April). Implementation of the Fast ForWord family of programs in Pottstown School District. Paper presented to the Pottstown School District Board, Pottstown, PA.

Friel-Patti, S., DesBarres, K., & Thibodeau, L. (2001). Case studies of children using Fast ForWord. American Journal of Speech-Language Pathology, 10(3), 203-215.

Friel-Patti, S., Loeb, D. F., & Gillam, R. B. (2001). Looking ahead: An introduction to five exploratory studies of Fast ForWord. American Journal of Speech-Language Pathology, 10(3), 195-202.

Gaab, N., Gabrieli, J.D.E., Deutsch, G.K., Tallal, P., & Temple, E. (2007). Neural correlates of rapid auditory processing are disrupted in children with developmental dyslexia and ameliorated with training: An fMRI study. Restorative Neurology and Neuroscience, 25, 295-310.

Gillam, R. B., Crofford, J. A., Gale, M. A., & Hoffman, L. M. (2001). Language change following computer-assisted language instruction with Fast ForWord or Laureate Learning Systems software. American Journal of Speech-Language Pathology, 10(3), 231-247.

Gillam, R. B., Loeb, D. F., & Friel-Patti, S. (2001). Looking back: A summary of five exploratory studies on Fast ForWord. American Journal of Speech-Language Pathology, 10(3), 269-273.

Gillam, R.B., Frome Loeb, D., Hoffman, L.M., Bohman, T., Champlin, C.A., & Thibodeau, L. (2008) The Efficacy of Fast ForWord Language Intervention in School-Age Children With Language Impairment: A Randomized Controlled Trial. Journal of Speech, Language, and Hearing Research, 51, 97-119.

Heim, S., Keil, A., Choudhury, N., Thomas Friedman, J. & Benasich, A. (2013). Early gamma oscillations during rapid auditory processing in children with a language-learning impairment: Changes in neural mass activity after training. Neuropschologia, 51, 990-1001.

Hook, P. E., Macaruso, P., & Jones, S. (2001). Efficacy of Fast ForWord training on facilitating acquisition of reading skills by children with reading difficulties--a longitudinal study. Annals of Dyslexia, 51, 75-96.

Jenkins, W. M. (1998). A computer based training procedure for improvement of auditory perceptual skills and language function. Paper presented at the 2emes Journees Scientifiques de l'Ecole d'Orthophonie de Lyon.

Jenkins, W. M., Merzenich, M. M., Jacobson, T., Miller, S. L., Schreiner, C., & Tallal, P. (1995). Training exercises improve temporal processing abilities in language-based learning disabled children (LLDs): Use-dependent reorganization. Paper presented at the 1995 Annual Meeting of Society for Neuroscience, San Diego, CA.

Johnstone, P., Harmon, L., Buehler, V., Plyler, E., Pritt, E., & Alworth, L. (2008).  The effect of computer-based auditory training on APD test scores.   Paper presented at the APD Conference: 30 Years of Progress in Cincinnati, OH.

Kitzes, A. J., Miller, S. L., & Deutsch, G. K. (1999). The relationship between attention deficit hyperactivity disorder (ADHD) and language learning impairment (LLI). Paper presented at the Eleventh Annual Conference on Attention-Deficit/Hyperactivity Disorder, Washington DC.

Krishnamurti, S., Forrester, J., Rutledge, C., & Holmes, G.W. (2013). A case study of the changes in the speech-evoked auditory brainstem response associated with auditory training in children with auditory processing disorders. International Journal of Pediatric Otorhinoloaryngology, 77, 594-604.

Loeb, D. F., Stoke, C., & Fey, M. E. (2001). Language changes associated with Fast ForWord-language: Evidence from case studies. American Journal of Speech-Language Pathology, 10(3), 216-230.

Marion, G.G. (2004). An Examination of the Relationship Between Students’ Use of the Fast ForWord Reading Program and Their Performance on Standardized Assessments in Elementary Schools. Doctor of Education dissertation, East Tennessee State University. (Summary Available)

Marler, J. A., Champlin, C. A., & Gillam, R. B. (2001). Backward and simultaneous masking measured in children with language-learning impairments who received intervention with Fast ForWord or Laureate Learning Systems software. American Journal of Speech-Language Pathology, 10(3), 258-268.

Merzenich, M. M., Jenkins, W. M., Johnston, P., Schreiner, C., Miller, S. L., & Tallal, P. (1996). Temporal processing deficits of language-learning impaired children ameliorated by training. Science, 271(5245), 77-81.

Merzenich, M. M., Miller, S., Jenkins, W. M., Saunders, G., Protopapas, A., Peterson, B., & Tallal, P. (1998). Amelioration of the acoustic and speech reception deficits underlying language-based learning impairments. In C. von Euler, I. Lundberg, & R. Llinas (Eds.), Basic mechanisms in cognition and language (pp. 143-172). New York: Elsevier.

Merzenich, M. M., Saunders, G., Jenkins, W. M., Miller, S., Peterson, B., & Tallal, P. (1999). Pervasive developmental disorders: Listening training and language abilities. In S. H. Broman & J. M. Fletcher (Eds.), The changing nervous system: Neurobehavioral consequences of early brain disorders (pp. 365-385). New York: Oxford University Press.

Miller, S. L., Jenkins, W. M., Merzenich, M. M., & Tallal, P. (1995). Modification of auditory temporal processing thresholds in language-based learning disabled children. Paper presented at the 1995 Annual Meeting of Society for Neuroscience, San Diego, CA.

Miller, S. L., Linn, N., Tallal, P., Merzenich, M. M., & Jenkins, W. M. (1999). Acoustically modified speech and language training: A relationship between auditory word discrimination training and measures of language outcomes. Reeducation Orthophonique, 197, 159-182.

Miller, S. L., Merzenich, M. M., Tallal, P., DeVivo, K., Linn, N., Pycha, A., Peterson, B. E., & Jenkins, W. M. (1999). Fast ForWord training in children with low reading performance. Nederlandse Vereniging voor Logopedie en Foniatrie: 1999 Jaarcongres Auditieve Vaardigheden en Spraak-taal. (Proceedings of the 1999 Netherlands Speech-Language Association Annual Meeting).

Miller, S., DeVivo, K., LaRossa, K., Pycha, A., Peterson, B. E., Tallal, P., Merzenich, M. M., & Jenkins, W. M. (1998). Acoustically modified speech and language training reduces risk for academic difficulties. Paper presented at the Society For Neuroscience, Los Angeles, CA.

Miller, S., Merzenich, M. M., Saunders, G., Jenkins, W. M., & Tallal, P. (1997, October 26). Improvements in language abilities with training of children with both attentional and language impairments. Paper presented at the 1997 Annual Meeting of Society for Neuroscience, New Orleans, LA.

Miller, S., Merzenich, M.M., Saunders, G. H., Jenkins, W. M., Tallal, P. (1997). Improvements in language abilities with training of children with both attentional and language impairments. Soc Neurosci Abstr, 23, 490.

Miller, S., & Tallal, P. (1996). Acoustically modified speech training studies: Implications for dyslexia? Perspectives: Proceeding of the Orton Dyslexia Society, 22, 8-9.

Morlet, T., Norman, M., Ray, B., Berlin, C.I. (2003). Fast ForWord: Its scientific basis and treatment effects on the human efferent auditory system. In C. I. Berlin & T. G. Weyland (Eds.),The brain and sensory plasticity: Language acquisition and hearing (pp. 129-148). Clifton Park, NY: Delmar Learning.

Nagarajan, S. S., Wang, X., Merzenich, M. M., Schreiner, C. E., Jenkins, W. M., Johnston, P. A., Miller, S. L., Byma, G., & Tallal, P. (1995). Modified speech for training language-based learning disabled children (LLDs). Paper presented at the Annual Meeting of Society for Neuroscience, San Diego, CA.

Rogowsky, B. (2010). The Impact of Fast ForWord® on Sixth Grade Students’ Use of Standard Edited American English. Doctor of Education dissertation, Wilkes University. 

Rogowsky, B.A., Papamichalis, P. Villa, L., Heim, S., & Tallal, P. (2013). Neuroplasticity-based cognitive and linguistic skills training improves reading and writing skills in college students. Frontiers in Psychology, 4(137)1 – 11.

Roy, D. Dutta (2008). A Study Conducted in India to Assess Validity of Fast ForWord Language Gateway Edition. MAPS for Learning: Research Reports, 12(1): 1-63.

Russo, N.M., Hornickel, H., Nicol, T., Zecker, S., Kraus, N. (2010)  Biological changes in auditory function following training in children with autism spectrum disorders.  Behavioral and Brain Functions 6(60), 1-8.

Schopmeyer, B., Mellon, N., Dobaj, H., Grant, G., & Niparko, J. K. (2000). Use of Fast ForWord to enhance language development in children with cochlear implants. Ann Otol Rhinol Laryngol Suppl, 185, 95-8.

Schultz Center for Teaching & Leadership (2009). Research Brief: Fast ForWord Longitudinal Impact Study. Jacksonville, FL: Author.

Scientific Learning Corporation. (1999). National field trial results: Results of Fast ForWord training for children with language and reading problems. Berkeley, CA: Scientific Learning Corporation.

Scientific Learning Corporation. (2003). Scientifically based reading research and the Fast ForWord Products: Research implication for effective language and reading intervention, MAPS for Learning: Research Report (Vol. 7, No. 1: 1-7).

Scientific Learning Corporation. (2011). In Response to a Meta-Analysis by Strong et al., Scientific Learning: Research Reports, 15(3): 1-8.

Scientific Learning Corporation. (2015). Overview of Reading Progress Indicator Correlation Studies. Oakland, CA: Scientific Learning Corporation.

Stevens, C., Fanning, J., Coch, D., Sanders, L., & H Neville (2008). Neural mechanisms of selective auditory attention are enhanced by computerized training: Electrophysiological evidence from language-impaired and typically developing children. Brain Research, 1205, 55-69.

Slattery, C.A. (2003). The Impact of a Computer-Based Training System on Strengthening Phonemic Awareness and Increasing Reading Ability Level. Doctor of Education  Dissertation, Widener University. (Summary Available)

Tallal, P., Merzenich, M. M., Miller, S., & Jenkins, W. (1998). Language learning impairments: Integrating basic science, technology, and remediation. Experimental Brain Research, 123(1-2), 210-219.

Tallal, P., Merzenich, M., Jenkins, W. M., Miller, S., & Peterson, B. (1997, November 21). Fast ForWord language training program for children with language & learning problems: Results from a national field study by 35 independent facilities. Paper presented at the Annual Meeting of American Speech-Language-Hearing Association, Boston, MA.

Tallal, P., Miller, S. L., Bedi, G., Byma, G., Wang, X., Nagarajan, S. S., Schreiner, C., Jenkins, W. M., & Merzenich, M. M. (1998). Language comprehension in language-learning impaired children improved with acoustically modified speech. In M. E. Hertzig & E. A. Farber (Eds.),Annual progress in child psychiatry and child development: 1997 (pp. 193-200). NY: Brunner-Routledge.

Tallal, P., Miller, S. L., Bedi, G., Byma, G., Wang, X., Nagarajan, S.S., Schreiner, C., Jenkins, W. M., & Merzenich, M. M. (1996). Language comprehension in language-learning impaired children improved with acoustically modified speech. Science, 271, 81-84.

Tallal, P., Miller, S., Bedi, G., Byma, G., Jenkins, W. M., Wang, X., Nagarajan, S. S., & Merzenich, M. M. (1995). Training with temporally modified speech results in dramatic improvements in speech perception and language comprehension. Paper presented at the 1995 Annual Meeting of Society for Neuroscience, San Diego, CA.

Tallal, P., Saunders, G. H., Miller, S., Jenkins, W. M., Protopapas, A., & Merzenich, M. M. (1997). Rapid training-driven improvement in language ability in autistic and PDD-NOS children. Soc Neurosci Abstr, 23, 490.

Tallal, P., Saunders, G., Miller, S., Jenkins, W. M., Protopapas, A., & Merzenich, M. M. (1997, October 26). Rapid training-driven improvement in language ability in autistic and other PDD children. Paper presented at the 1997 Annual Meeting of Society for Neuroscience, New Orleans, LA.

Temple, E., Deutsch, G. K., Poldrack, R. A., Miller, S.L., Tallal, P., Merzenich, M. M., & Gabrieli, J. D. E. (2003). Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI. Proceedings of the National Academy of Sciences, 100(5), 2860-2865.

Temple, E., Poldrack, R. A., Protopapas, A., Nagarajan, S., Salz, T., Tallal, P., Merzenich., M. M., & Gabrieli, J. D. E. (2000). Disruption of the neural response to rapid acoustic stimuli in dyslexia: Evidence from functional MRI. PNAS, 97(35), 13907-13912.

Thibodeau, L. M., Friel-Patti, S., & Britt, L. (2001). Psychoacoustic performance in children completing Fast ForWord training. American Journal of Speech-Language Pathology, 10(3), 248-257.

Turner, S., & Pearson, D. W. (1999). Fast ForWord language intervention programs: Four case studies. Tejas -- Texas Journal of Audiology and Speech Pathology, 13(Spring/Summer).

Woodrum, J, Ed.D. (2012). Improved Academic Achievement: Fast ForWord and the Bulloch County Schools Pilot, an Independent Study. Bulloch County Schools, Statesboro, Georgia.

linen, S. & Kujala, T. (2015). Neuroscience illuminating the influence of auditory or phonological intervention on language-related deficits.  Frontiers in Psychology, 6.

Zou, P., Conklin, H.M., Scoggins, M.A., Li, Y., Li, X., Jones, M.M., Palmer, S.L., Gajjar, A., & Ogg, R.J. (2015).  Functional MRI in medulloblastoma survivors supports prophylactic reading intervention during tumor treatment.  Brain Imaging and Behavior, 1-14.

A number of highly respected, independent educational organizations have reviewed the Scientific Learning family of products and found them effective in raising literacy outcomes.

De Anda I. (2000). Glasses for the Ears: Technology provides a critical link to literacy, Multimedia Schools: A Practical Journal of Technology, including Multimedia, CD-ROM, Online, Internet, & Hardware in K-12, 7(2).

National Center on Intensive Intervention. (2013). NCII reviews three studies on the Fast ForWord Language Series with medium to large effect size.

The National Center on Response to Intervention. (2011). NCRTI Reviews the Fast ForWord Language Series.

Programs and Practices: Fast ForWord (2002). Education Commission of the States.

Schachter J. (1999). Reading Programs that Work: A review of programs for Pre-Kindergarten to 4th grade. Milken Family Foundation.

What Works Clearinghouse. (2013, March). Beginning Reading intervention report: Fast ForWord. U.S. Department of Education, Institute of Education Sciences.

What Works Clearinghouse. (2010, August). Adolescent Literacy intervention report: Fast ForWord. U.S. Department of Education, Institute of Education Sciences.

What Works Clearinghouse. (2006, September). English Language Learners intervention report: Fast ForWord Language. U.S. Department of Education, Institute of Education Sciences.