This video summarizes a study of Fast ForWord Reading 1—the first product in Scientific Learning’s Fast ForWord Reading Series.
The study is a randomized controlled trial that investigated the impact of Fast ForWord Reading 1 in three elementary schools. The analyses that follow include data from 208 students in 1 stand 2 ndgrade.
Students were randomly assigned to be in either the Fast ForWord group or the control group. The randomization was stratified within grade.
Students using Fast ForWord trained for 48 minutes per day for an average of 24 school days. Both groups were evaluated using the Test of Phonological Awareness, or the “TOPA” for short.
There were two subtests: one for Phonological Awareness, and one for Letter-Sounds.
For each subtest, the Fast ForWord participants showed greater gains between pre-test and post-test than the control group. These differences were both statistically significant.
In conclusion, Fast ForWord participation led to significantly larger improvements than the control group in both the Phonological Awareness and Letter Sounds subtests.
In both cases, the magnitude of the gains was about double for Fast ForWord participants: 12.8 points versus 6.9 for Phonological Awareness, and 5.5 versus 1.9 points for Letter Sounds.
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