Underachieving Students: Why They Struggle and How Educators Can Help

• June 11, 2013 by Norene Wiesen

How early does environment begin to shape children into successful students or underachieving students? The answer has to do, in part, with how early babies start acquiring the skills needed to learn to read.

Watching Beth Connelly’s recent webinar, Breaking the Cycle of Underachievement, I was surprised to learn that children as young as four days old can distinguish the vowel sounds of the language in their natural environment. Four days old.

I couldn’t stop thinking about the implications of that timeframe. Suppose one child grows up in an enriched (typically high-SES) environment with a lot of stimulation and adult interaction, while another child grows up in a low-stimulation, low-interaction (typically low-SES) environment.

As Hart and Risley noted in their landmark study, the first child will be exposed to 42 million more words than the second child by age four. That difference in language exposure plays a big role in establishing the achievement gap that—without effective intervention—continues to widen as learners progress through school and then out into the world.

When I think about how babies as young as four days old are extracting information from the words they hear—distinguishing sounds and learning the building blocks of language—it is easy to understand how a child’s ability to learn can increase or decrease depending on the degree of stimulation in the learning environment.

It’s not just the richness of the learning interactions that influences learning ability, however; babies with frequent ear infections or fluid in their ears can also have trouble extracting accurate information about language sounds, as can babies and toddlers growing up in environments with a lot of background noise.

In her webinar, Connelly covers a wide range of research that often surprises. For example:

• When babies are only six months old, what can researchers predict about their future reading ability?
• What are the greatest differences in ability between low- and high-SES learners, and what is the connection to brain differences?
• To what extent do our genes determine our academic destiny?
• How do educators transform students’ ability to succeed?

That last point is especially important, because—as Connelly discusses—educator impact can be huge, influencing the actual biological processes that determine how successful learners are in the classroom.

Watch the full webinar and discover the critical importance of classroom teachers and technology in preparing all of our students—and especially our most vulnerable students—for life after K-12.

 

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Categories: Brain Fitness, Brain Research, Fast ForWord, Reading & Learning

Tags: auditory processing, below grade level, brain development, brain plasticity, brain training, child reading development, cognitive skills, early learning, language learning, learning to read, literacy, memory, phonemic awareness, struggling readers, struggling students, teacher effectiveness, teacher impact, technology in education, webinar

Growing Together: Connectomes, College Students, and Practical Tips for Providers

• June 4, 2013 by Norene Wiesen

If you attended this year’s 100% virtual Visionary Conference on May 17^th, then you already know about the amazing research presented by perennial audience favorites Dr. Martha S. Burns and Scientific Learning co-founder Dr. Paula Tallal. But if you happened to miss it, you’re in luck—because we’ve captured all of the conference sessions so you can watch them at your convenience and catch up.

Find the links to the research presentations below, along with links to additional sessions full of practical information for clinical providers in support of this year’s theme, Growing Together.

What’s New in Neuroscience?

In a jam-packed session, Dr. Martha Burns took conference attendees on a fascinating tour of trends and milestones in recent neuroscience. She reviewed years of foundational research underlying detailed maps of the neuronal connectivity of the brain that today we call “connectomes.” She then covered recent studies revealing the semantic map of the human brain, with words and word meanings mapped hierarchically over the cortex. She wrapped up with details about specific connectomes within the brain, the cognitive domains controlled by each (from a speech-language perspective, those governing attention and flexibility are particularly interesting), and symptoms related to dysfunction within a connectome. Advances in connectome research, according to Dr. Burns, point to new possibilities for evolving the clinical application of Fast ForWord program technology.

New Research with College Students

Dr. Paula Tallal’s session presented revolutionary new research using the Fast ForWord program with college students. The studies sought to determine whether college students using Fast ForWord would show improvements in attention, reading, and writing. Results were impressive, with significant improvements not only in attention and reading, but in writing as well. Dr. Tallal went into detail about the design and results of each study, so you will want to watch the presentation to fully understand the implications of this exciting new peer-reviewed research.

Product Updates and Enhancements

Every year, we look forward to sharing the recent and planned product enhancements with our providers at the Visionary Conference. This year, Ching Lee and Joan Ferguson of Scientific Learning gave online walk-throughs of product and reporting enhancements for both the Fast ForWord and Reading Assistant programs. Their session is a must-watch for any provider looking to stay current with product and reporting features, as well as those who are curious about future enhancements currently in the works.

Connecting Fast ForWord to Reading Assistant

Using the Fast ForWord and Reading Assistant programs together can be a powerful treatment approach for children and a strong marketing differentiator for private providers. Speech Language Pathologist Beverly Gough’s session focused on strategies and techniques for blending the Fast ForWord and Reading Assistant programs in private practice. She walked through a number of clinical scenarios and answered audience questions, providing a wealth of valuable information mined from her years of professional experience as a Scientific Learning provider.

Growing Together:  Maximizing Your Reach

Finally, attendees heard from Speech Language Pathologist Renee Matlock about how to reach more students and grow a clinical practice through offsite implementation and general marketing best practices. Ms. Matlock is a recipient of the Scientific Learning Sustained Excellence Award marking the highest quality of implementation of Fast ForWord for more than 10 years. After the release of MySciLEARN®, Ms. Matlock found that parents preferred the ease of having their children work on Scientific Learning products from home. She proceeded to transform her business into a 100% offsite practice, and generously shared her learning at the Visionary with all Scientific Learning Providers. It’s the perfect session for any provider looking to grow their practice—so be sure to watch and learn!

Related reading:

Human Intelligence and the Brain: Mapping Intellectual Ability

How are Reading Skills Related to White Matter in the Brain (and Why Does It Matter)?

5 Reasons Why Your Students Should Write Every Day

 

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Categories: Brain Fitness, Brain Research, English Language Learners, Fast ForWord, Reading & Learning

Tags: attention, below grade level, brain development, brain plasticity, brain training, cognitive skills, how adults learn, improving reading skills, literacy, Scientific Learning events, student growth, technology in education, webinar, writing

How a Low Performing School Achieved Double-Digit Gains on the California Standards Tests (CSTs)

• November 20, 2012 by Scott Sterling

On November 5^th, Dr. Martha Burns and Mr. Charles Wilson, principal of the Korematsu Discovery Academy in the Oakland Unified School District, presented a live webinar that explained the research behind the Fast ForWord program and how it took Korematsu from NCLB Program Improvement (PI) status to achieving double-digit learning gains -- and emerging from PI status in only two school years!

Dr. Burns focused on the neurophysiology of learning, specifically the importance of several key left hemisphere pathways. Dr. Burns noted that these pathways appear to be originally founded in object naming networks but gradually expand to symbolic representation systems. She described how information is moved from perceptual/comprehension regions in the rear of the brain to the anterior regions of the frontal lobe, where the learner can utilize the information in useful ways.

This process is particularly important in reading. Reading represents one form of symbolic processing in which the visual symbol corresponds initially to speech sounds and ultimately to words and sentences. Fast ForWord is particularly designed to activate and strengthen speech perception, comprehension and production regions and those key pathways that enable processing for struggling learners by:

• Targeting key neurological centers for language, perceptual processing and sequencing
• Enhancing processing speed and accuracy through repetition and practice of brain fitness exercises
• Building executive functions (life skills) through exercises that increase students’ ability to control their attention and retain information (working memory)

The best testament to Fast ForWord’s capabilities is real-world success, which is exactly what Mr. Wilson provided in his section of the webinar. Korematsu is a heavily disadvantaged school with a 95% free lunch rate and a high percentage of ELL students. Korematsu found itself in NCLB Program Intervention status due to not meeting AYP requirements, at which point Wilson and his staff adopted Fast ForWord. In the subsequent school year, the Academy experienced double-digit gains on the CSTs and was named the Alameda County English Learner School of the Year.

Those of us who have worked in a low-performing school understand the immense challenge it is to improve student achievement, especially in the midst of record budget cuts.  A lot can be learned from Mr. Wilson, a man who has achieved such great success for students in one of the most challenging educational environments.  With a mix of leadership, determination, innovation, and inspiration, Mr. Wilson shows us that anything is possible. 

 

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Categories: Brain Research, Education Trends, English Language Learners, Fast ForWord, Reading & Learning

Tags: academic assistance, academic problems, academic proficiency, academic success, accelerate learning, achievement gap, ayp, below grade level, brain training, improving reading skills, increased test scores, learning to read, literacy, reading intervention, school leader effectiveness, student growth, student reading growth, student reading improvement, success stories, technology in education, webinar

Reading to Learn: Meeting the Challenge of Third Grade Reading Proficiency

• July 19, 2012 by Sherrelle Walker, M.A.

Third grade marks a critical turning point in the life of student readers.  It’s the time when students move from learning to read to reading to learn—or, more accurately, it’s the time when students are expected to make this transition.  The reality is quite different. 

With data from the National Assessment of Educational Progress (NAEP) showing that two thirds of students nationwide are reading below the “proficient” level at “basic” or “below basic,” many states have begun to implement legislation or programs to ensure that all students can read proficiently by third grade.  Consequently, educators are looking for ways to help their students accelerate the acquisition of the reading skills needed to meet academic expectations.

A recent report by the Annie E. Casey foundation reveals that students who are not reading proficiently by third grade are four times more likely to leave school without graduating.  Breaking down research data for the first time along a variety of demographic lines, the report presents more grim statistics:

• About one third of students fail to achieve mastery of even basic reading skills by third grade
• Children from low-income families are disproportionately represented, with more than 83% reading below proficiency
• About a quarter of Black and Hispanic students who are not reading proficiently in third grade don’t graduate—nearly twice the rate of similar White students

The report’s discussion of policy and program strategies doesn’t provide easy answers, though it does identify integrating PreK-3^rd grade education as a research-validated approach to achieving and sustaining gains. According to a Grantmakers for Education briefing on this approach, when fully implemented it includes small class sizes; classroom teachers who are certified to work with PreK-3^rd grade learners; collaboration between school and family; consistency of learning environments and instructional approaches; alignment of curriculum, standards, and assessments across grades; and availability of PreK for all 3 and 4 year old children, followed by full-day kindergarten. While schools may begin to move in that direction, such change takes time.

Fortunately, there are proven tools available now that are highly effective in helping students achieve grade-level proficiency in reading: the Reading Assistant program, a personal reading coach that is proven to accelerate reading achievement, and the Fast ForWord program, an online intervention that is highly effective in helping struggling learners rapidly improve their reading skills.  Join Dr. Martha S. Burns on July 25th for a webinar about the newest science behind learning to read and find out how technology-based reading solutions can get students back on track.

 

 

Related Reading:

Fourth Graders Achieve 100 Percent Reading Proficiency

Overall District Performance Score Improves at Almost Double the Rate of LA State Baseline Score

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Fast ForWord, Reading & Learning, Reading Assistant

Tags: academic success, below grade level, child reading development, early learning, elementary school learning, improving reading skills, learning to read, struggling readers

Sara’s Story: From 6 Months Behind In Reading to the Accelerated Reading Class

• November 17, 2011 by Norene Wiesen

This post is the sixth in a series aimed at sharing the success stories, both personal and professional, that Scientific Learning employees witness every day.

Sara’s story:

"I was a Fast ForWord coach before I came to work for Scientific Learning and I absolutely loved the program, which is one of the reasons that I came to work here.

I have one story about a young man who was in first grade and was struggling a little bit with reading.  He was about sixth months behind by the time he got through first grade and his mom recognized that immediately.   She had always read to him, but there was just something he was missing and she couldn’t figure it out.

She came and talked to me one day and asked about the Fast ForWord program. We had just started working with the kids at school and I said, 'Put him in.  We’ll see how he does.'  He finished Fast ForWord Language and when back to the regular classroom, within two months he tested again with a reading test in his classroom and he was up to grade level, which was excellent.  We were so excited and he was excited because school was easier. 

The next year when he came back, he was a second grader.  His mom said, 'I want him to do Fast ForWord again because I want him to stay with the rest of the class or even go a little bit above it.'  He worked really hard, got through another two programs, finished for that year and the next year when he came back in for third grade, he tested into the gifted class. 

Now this young man is a fifth grader and he’s been in the accelerated reading class ever since."

Related Reading:

Joel’s Story: My Nephew’s Reading Skills Improved 1½ Years in 3 Months with Fast ForWord

My Son Announced He Was Dropping Out of High School: Mary’s Story

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Categories: Brain Fitness, Family Focus, Fast ForWord, Reading & Learning

Tags: academic success, accelerate learning, below grade level, child reading development, employee stories, improving reading skills, increased test scores, student growth, success stories, technology in education, video

My Son Announced He Was Dropping Out of High School: Mary’s Story

• September 15, 2011 by Norene Wiesen

This post is the fourth in a series aimed at sharing the success stories, both personal and professional, that Scientific Learning employees witness every day.

Mary’s Story:

I was hired at Scientific Learning in 2007 to educate people about the products as an Account Manager in the Midwest.  At the same time that I got the phone call to find out if I had interest in talking to Scientific Learning, our ninth grade son announced to us that he was not going to high school and he was going to drop out.  It took my breath away. Both his father and I have been educators for many years and we both hold advanced degrees. 

I said, “Todd, you have to go to high school,” and he said, “But I don’t want to go.” I said, “But you have to,” and he asked, “Well, what would happen if I didn’t go?” I said, “It’s the law, Todd.” Then he said, “I can’t read.  I can’t keep up with it.  You guys have done everything for me that is possible but I can’t read.  I can’t read at grade level.”

I called my son’s teacher (we convinced him to go to school) and I said, “Here’s the carrot.  My son doesn’t have to do any homework until he finishes this product.  This is his homework at night.”  And every night he came home and did Fast ForWord. 

And what he did is committed to doing 90 minutes a day and he was done is less than 4 weeks, and he did the post test and when I looked up the score my son had gone from seventh grade, one month reading level to tenth grade, two months reading level. He was a year above grade level and for the very first time in his life he said, “I love to read.”

All I can say is thank you to all the scientists that did all the work to bring this product to not only my son but to the parents and kids out there in America who need it so desperately.

Related Reading:

Language Skills Increase 1.8 Years After 30 Days Using Fast ForWord

Implementation Fidelity: Maximizing Your Fast ForWord® or Reading Assistant™ Investment

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Brain Fitness, Family Focus, Fast ForWord, Reading & Learning

Tags: academic success, accelerate learning, below grade level, employee stories, high school learning, improving reading skills, increased test scores, reading comprehension, self-esteem, struggling readers, student growth, success stories, technology in education, video

Changing the Culture of Poverty by Doing Whatever It Takes

• July 28, 2011 by Cory Armes

Recently, while driving down the street, I saw this billboard:

While that may be a bit extreme, education has been evolving to better meet the needs of today's students, since many children have not been successful with the system employed in years past.  Oftentimes, the majority of these students ‘lost in the system’ were those born into poverty.

Research studies done over the last few decades on the impact of poverty on learning have established that the majority of children born into low income families enter school significantly behind their more affluent peers in language¹, cognitive skills (memory, attention, etc.) and noncognitive skills (patience, ability to follow directions, self confidence, etc.)^2, as well as general learning experiences. Even with special programs designed to develop and strengthen these skills, the improvements typically last only as long as the programs; there is little long-term impact on academic success without ongoing effort and support systems in place.

Geoffrey Canada was a child who began life in poverty, but his situation was unique--he had an educated mother who was determined to keep her children out of the typical downward spiral of failure. Canada determined to do something that would impact children in poverty and his efforts have been chronicled in the book Whatever It Takes by Paul Tough.

Canada's target area has been central Harlem.  From the start, he knew that significant changes had to be made in family practices from birth and beyond to give these children a chance at success. He believed that if he began with the final outcome he wanted to achieve, and then determined what was needed to realize that goal, he could create a process to change the cycle of poverty.  With the help of many people, he has created a continuous, cohesive and comprehensive system designed to change the overall culture of the area.  This neighborhood ‘safety net’ is called the Harlem Children’s Zone.

The Harlem Children’s Zone began with efforts to improve parenting skills that would help mothers and fathers work on educational skills with their infants and toddlers.  Over time, additional programs have been added to provide extensive support from birth to kindergarten so these children would be prepared for school in a way that few Harlem children had ever been in the past.  For children that have reached “school age”, the provision of extra time in the classroom to focus on individual needs has set the Harlem Children’s Zone apart from other well-meaning efforts.  And now, the Harlem Children’s Zone model has moved beyond Harlem, with New Jersey Governor Chris Christie announcing last week that some of his state’s cities will begin using Canada’s community-based approach.

Children who learn critical skills at an early age are better able to master more complex skills later.  The best way to escape poverty is through education, and that education must begin at birth – or before.  The Harlem Children’s Zone has shown that if you provide the key skills needed to offset the disadvantages of a child’s birthplace, you may be able to remove the seemingly insurmountable obstacles seen in the cycle of poverty of the past.  Truly, we all must be willing to do whatever it takes.

References:

Paul Tough, Whatever It Takes: Geoffrey Canada’s Quest to Change Harlem and America (New York: Houghton Mifflin Harcourt, 2009)

1 Betty Hart and Todd R. Risley, Meaningful Differences in the Everyday Experience of Young American Children (Baltimore: P.H. Brookes, 1995). 

2 James Heckman, “Lessons from the Bell Curve,” Journal of Political Economy 103, no. 5 (October 1995).

Related Reading:

Limiting Young Children’s Screen Time for Long-Term Health

Engaging Children in the World with Words

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Education Trends, Family Focus, Reading & Learning

Tags: academic success, accelerate learning, achievement gap, at-risk, below grade level, cognitive skills, early learning, emotions in learning, language learning, learning environment, learning through play, oral language skills, toddler, vocabulary

Reading in the Real World: Text Difficulty and Workplace Success

• July 26, 2011 by Corey Fitzgerald

Reading is an active and complex task that requires the brain to use a multitude of cognitive skills and mental processes to develop meaning and comprehension from written text.  Being able to read high-level text independently and fluently is essential for high achievement, not only in academia but also in the workplace and through numerous life tasks.  However there is a serious gap between many high school seniors’ reading ability and the reading requirements they face after graduation.  

Consider the chart below. The Lexile Measure for reading level of high school literature and textbooks falls short of the level typical of college, military and workplace material.  And when you take into consideration the reading level of most standardized assessments for high school students, a Lexile range of 1000-1100, the gap becomes even more evident.  Simply put, students are leaving high school with limited exposure to higher-level text and contact with reading standards and assessments that don’t adequately align to meet the real world conditions they’ll be confronted with.

 

^{©International Center for Leadership in Education, Inc.}

 

Research conducted by ACT’s College Readiness Benchmark for Reading indicates that just over half of our nation’s students who are on a college preparatory track are able to meet the demands and rigor of postsecondary and workplace requirements.  And if that isn’t daunting enough, data from the most recent reading assessment conducted by the National Assessment of Educational Progress (NAEP) reveals that only 38% of high school seniors tested at or above proficiency for 12^th grade standards.  This bodes ill for the ability of Americans to meet the demands and challenges of a highly competitive global marketplace and begs the question, “Why aren’t our schools’ reading standards higher?”

Studies show that aligning high school standards to college and workplace expectations is a critical step toward giving students a solid foundation in the academic, social and workplace skills needed for success in a postsecondary education or career.  The American Diploma Project has found that there is a common core of knowledge and skills, particularly in English and math, that students must master to be pre­pared for both postsecondary education and well-paying jobs.  The research shows that there is a strong correlation between scores in high school math and English and wages earned once in the workplace.  Students who are taking below-average or functional/basic classes increase their likelihood of being employed in a low-paid or low-skill job, compared to students in the top quartile who earn significantly more in the decade following high school than their ‘average’ or low performing peers. 

As we seek to curtail the disparity between what’s taught in K-12 classrooms and what’s expected in the real world, it’s important that we coordinate with our local and national education and business leaders, help them to provide a cohesive approach to improve the rigors of academic coursework, promote relevant and innovative learning opportunities for all students, and share information and resources that advance the coordination across the K-12 and postsecondary sectors of our society.  And by all means if you can read this, thank a teacher!

References:

Malbert Smith III, Ph.D. Bridging the Readiness Gap: Demystifying Required Reading Levels for Postsecondary Pursuits. Lexile.com.

Related Reading:

The Essential Nature of Developing Oral Reading Fluency

Adolescence: What’s the Brain Got to Do with It?

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Education Trends, Reading & Learning

Tags: academic proficiency, academic success, assessments, below grade level, child reading development, high school learning, improving reading skills, learning to read, literacy, reading comprehension, school leader effectiveness, struggling readers, struggling students,

Jolene’s Story: “I Saw Tremendous Change”

• July 19, 2011 by Norene Wiesen

We regularly hear from our customers that Scientific Learning employees are tremendously passionate and committed.  For many employees, that passion comes from having family members who have experienced dramatic improvements after using our products.  We thought it might be nice to share some of those stories with you, and today’s post is the first in a series aimed at doing just that.

Jolene’s Story:

“Hi.  I’m Jolene.   I’ve been a Progress Monitor with the company about two years.  When I first heard about Fast ForWord it was actually when I looked at a job posting and I looked into the company a little bit. 

It was an interesting timeframe.  I kind of looked at it when I got the job as a Godsend, because I have two twin boys myself and a little girl and they were behind in their reading tremendously so that we had ended up having to hold them back for third grade and they had to repeat. 

I took the software home and I had them go through Fast ForWord Language v2 first.  And I did all the facilitating and the monitoring just as I was doing with the teachers so it worked out very well. I saw tremendous change. 

The boys are at reading level now; they were a year-and–a-half behind.  So, it brings tears to my eyes to think that I was very fortunate to get this job so that I can not only make a difference with everyone else, but see success in my own family.

And continued success because I’m going to be using it with my little girl, too.  Thank you for letting me share. “

Related Reading:

Fast ForWord Featured on ABC 7 News

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Categories: Family Focus, Fast ForWord, Reading & Learning

Tags: academic problems, academic proficiency, academic success, accelerate learning, below grade level, child reading development, employee stories, improving reading skills, learning to read, literacy, struggling readers, struggling students, student growth, success stories

After Just 24 Days, Summer School Students Significantly Improve Reading Scores

• March 24, 2011 by Logan De Ley

In a 5-week summer program, students at eleven schools from Wayne County Public Schools in North Carolina used the Reading Assistant software from Scientific Learning. To evaluate the impact of this program, the district conducted an observational study using reading scores, collected before and after the intervention, from 117 students.

The outcomes measure used for the study was Reading Progress Indicator - RPI for short. This computer-based assessment is standardized and nationally normed, and it is correlated with other widely used reading measures. RPI assesses student learning in four key skill areas: phonological awareness, decoding, vocabulary, and comprehension.

Study participants used Reading Assistant software, which combines advanced speech verification technology with research-based interventions to function as a personal tutor for guided oral reading practice. On average, the study participants worked with the software for a total of 6.3 hours over a 24 day period.

At the beginning of Wayne County’s summer program, the study participants scored at the 21^st percentile in reading skills, on average. Five weeks later, after working with Reading Assistant, the study group moved to the 30^th percentile in reading skills – a statistically significant improvement. They also improved their average reading level, moving from “struggling readers” to “emerging readers.”

Related Reading:

How Does Learning Coach Technology Work?

Can Scientific Learning Products Improve School Test Scores?

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Education Trends, Reading Assistant, Scientific Learning Research

Tags: academic success, accelerate learning, below grade level, child reading development, how children learn, improving reading skills, increased test scores, literacy, phonemic awareness, reading test gains, student reading growth, technology in education, vocabulary