More than 2,500,000 students in over 20 years have accelerated their learning and reading, thanks to the LearnFast programs.
The results are proven by over 400 school studies and published research reports about Fast ForWord. The school studies involved more than 100,000 students in over 1000 schools across 11 countries, including Australia and New Zealand.
Studies have been conducted on over 100,000 students in over 1000 schools around the world including Australia and New Zealand. Below is a sample of these studies. For a complete list please contact us.
Scientists have published many papers over the last 15 years describing the results of university based research into Fast ForWord. Below are a few recent papers. For a comprehensive list please contact us.
Wilkes University. The impact of Fast ForWord on 6th grade students use of standard edited american english. Doctor of Education dissertation. Rogowsky, B. (2010).
Massachusetts Institute of Technology; Stanford Universty; Rutgers University; Dartmouth College; Harvard Medical School. fMRI shows that physiological differences in children with dyslexia can be alleviated through remediation. Gaad N, Gabrieli JDE, Deutsch GK, Tallal P, Temple E (2007)
Stanford University; University of California, Los Angeles; Scientific Learning Corporation; Rutgers University; University of California, San Francisco. fMRI shows differences in cortical activation of children with and without dyslexia are diminished following Fast ForWord participation. Temple E, Deutsch GK, Poldrack RA, Miller SL, Tallal P, Merzenich MM, Gabrieli JD (2003). See image to the right.
University of Oregon; Saint Lawrence College. Children with and without language impairments improved receptive language and selective attention. Stevens C, Fanning J, Coch D, Sanders L, Neville H (2008).
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.
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.
Center for Molecular and Behavioral Neuroscience, Rutgers University, Newark, NJ, USA. Neuroplasticity-based cognitive and linguistic skills training improves reading and writing skills in college students. Frontiers in Psychology, 4(137)1 – 11. Rogowsky, B.A., Papamichalis, P. Villa, L., Heim, S., & Tallal, P. (2013).
The Cogmed working memory program has been extensively researched. Here is a summary of 10 University Studies.
Fast ForWord is one of the only educational software programs where the neuroscience research by its creators (Scientific Learning Corporation) has been and continues to be published in peer reviewed journals.
Studies on Fast ForWord software have been positively reviewed by the What Works Clearinghouse, established in 2002 by the United States Department of Education as a central and trusted peer-reviewed source of scientific evidence for what works in education (http://ies.ed.gov/ncee/wwc/). The Clearinghouse only reviews high-quality studies and has reviewed several studies on the impact of the Fast ForWord products in a variety of topic areas, including Beginning Readers, English Language Learners, and Adolescent Literacy.
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.
The National Centre on Intensive Interventions (NCII) is housed at the American Institutes for Research, and works in conjunction with many of USA’s most distinguished data-based individualisation (DBI) experts. It is funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and is part of OSEP’s Technical Assistance and Dissemination Network (TA&D).
National Centre on Intensive Intervention. (2013). NCII reviews three studies on the Fast ForWord Language Series with medium to large effect size. WHICH LINK? – http://www.intensiveintervention.org/chart/instructional-intervention-tools
The National Centre on Response to Intervention. (2011). NCRTI Reviews the Fast ForWord Language Series.
Nevada Department of Education
Nevada Department of Education and The Leadership and Learning Centre. Fast ForWord is a “High-Gain Program”. The Nevada Department of Education and The Leadership and Learning Centre (March, 2010).
Florida Centre for Reading Research
The Florida Center for Reading Research – Review of Scientific Learning Reading Assistant Plus (RA+).
Other Independent Educational Organisations
A number of other highly respected, independent educational organisations have reviewed the Fast ForWord and Reading Assistant Plus (RA+) programs and found them effective in raising literacy outcomes.
Bulloch County Schools, Statesboro, Georgia. Improved Academic Achievement: Fast ForWord and the Bulloch County Schools Pilot, an Independent Study. Woodrum, J, Ed.D. (2012).
The Schultz Center for Teaching & Leadership – Fast ForWord Longitudinal Impact Study (2008)
Independent Academic Studies
Scientists have put the Fast ForWord program to the test in carefully-designed outcomes studies, often published in peer review journals. Here are some of those Studies.