Talking, including pronunciation, participation in conversation, vocabulary, spontaneity, and ability to stay on topic; , including recollection of details and event sequence, ability to understand complex sentences, and confidence when reading aloud; Listening and understanding, including response time to questions, ability to follow the flow of conversation, and humor comprehension; Academic achievement, including sounding out of new words and spelling as well as attention span, writing, and math; Memory, including better retention and recall of phone numbers, event sequences, and details. Numerous randomized comparison trial studies have been conducted by schools and show the effectiveness of the products. A selection of these research studies, and brief Fast ForWord descriptions, follow. Research Study / Reference Participants Results Design 149 fifth and sixth On average, the Fast ForWord students at made , Randomized graders from a rural gains in reading skills on the Gates-MacGinitie Controlled elementary school (62 Reading Tests, gaining nearly a year in (2006) Trial Fast ForWord; 87 comprehension skills in just four months. comparison Students who used a Fast ForWord product to develop skills needed to identify FM sweeps Lakshminarayanan Randomized 43 college students age showed significant improvements in their K. and Tallal P. Controlled 18-25. 20 control, 23 speech discrimination thresholds (particularly (2007) Trial intervention. /ba/-/da/ discrimination) as compared to a control group. 50 3rd graders at a rural Fast ForWord results- average improvement on , Randomized elementary school (25 sight word and decoding portions of TOWRE Controlled Fast ForWord; 25 test were significantly higher than the (2005), 9(8) Trial comparison) comparison group. On average, both the experimental and 48 Kindergarten comparison groups improved significantly in students attending an reading ability as measured by the DIBELS, WJ Randomized elementary school: 25 , III, CELF-3, and TOOL. A MANOVA of the Controlled used Fast ForWord to (2006) Letter-Word Identification subtest of the WJ III Trial Reading Readiness and revealed that students who used Fast ForWord 23 were the comparison significantly out performed the comparison group group. Fast ForWord students demonstrated a Randomized 452 academically at-risk Miller S, et al. statistically greater gain than comparison group Controlled K-3rd graders (288 Fast (1999) students in auditory comprehension and Trial ForWord; 164 controls) phonemic awareness (TACL & PAT tests).
Talking, including pronunciation, participation in conversation, vocabulary, spontaneity, and ability to stay on topic; , including recollection of details and event sequence, ability to understand complex sentences, and confidence when reading aloud; Listening and understanding, including response time to questions, ability to follow the flow of conversation, and humor comprehension; Academic achievement, including sounding out of new words and spelling as well as attention span, writing, and math; Memory, including better retention and recall of phone numbers, event sequences, and details. Numerous randomized comparison trial studies have been conducted by schools and show the effectiveness of the Fast ForWord products. A selection of these research studies, and brief descriptions, follow. Study / Reference Research Design Participants Results , (2006) Randomized Controlled Trial 149 fifth and sixth graders from a rural elementary school (62 Fast ForWord; 87 comparison On average, the Fast ForWord students at made gains in reading skills on the Gates-MacGinitie Reading Tests, gaining nearly a year in comprehension skills in just four months. Lakshminarayanan K. and Tallal P. (2007) Randomized Controlled Trial 43 college students age 18-25. 20 control, 23 intervention. Students who used a Fast ForWord product to develop skills needed to identify FM sweeps showed significant improvements in their speech discrimination thresholds (particularly /ba/-/da/ discrimination) as compared to a control group. , (2005), 9(8) Randomized Controlled Trial 50 3rd graders at a rural elementary school (25 Fast ForWord; 25 comparison) Fast ForWord results- average improvement on sight word and decoding portions of TOWRE test were significantly higher than the comparison group. , (2006) Randomized Controlled Trial 48 Kindergarten students attending an elementary school: 25 used Fast ForWord to Reading Readiness and 23 were the comparison group On average, both the experimental and comparison groups improved significantly in reading ability as measured by the DIBELS, WJ III, CELF-3, and TOOL. A MANOVA of the Letter-Word Identification subtest of the WJ III revealed that students who used Fast ForWord significantly out performed the comparison group. Miller S, et al. (1999) Randomized Controlled Trial 452 academically at-risk K-3rd graders (288 Fast ForWord; 164 controls) Fast ForWord students demonstrated a statistically greater gain than comparison group students in auditory comprehension and phonemic awareness (TACL & PAT tests).
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