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Teach More Vocabulary, Faster, Using the Power of Morphology

morphology

You can teach your students 10 vocabulary words the usual way – one at a time – or you can teach them 100 vocabulary words with little extra effort. The second approach seems like the obvious choice, and in Dr. Tim Rasinski’s recent webinar, Comprehension – Going Beyond Fluency, he makes the case for greater adoption of the accelerated approach.

Going Beyond Fluency

Rasinski is known as a passionate advocate for teaching fluency as a bridge to reading comprehension. But there’s more to comprehension than just fluency. Vocabulary plays a big part as well, and Rasinski talks about how to teach students “the meaning of words,” knowledge that is not only practical for everyday and academic life, but is also required by the Common Core.

Teaching Morphology

Morphology is a technical term that refers to the part of a word that carries meaning. It’s the Latin root “spect,” for example, in words like “introspection” or “spectacle,” that signals not only a commonality in spelling but also a kinship in meaning.

Knowing that “spec” means “look” makes it relatively easy for a student to understand (or figure out) that “introspection” means “to look inward” and “spectacle” means “an eye-catching occurrence.” The list of words built on the root “spec” is long, and by learning just one root, a student knows or can more easily interpret the meanings of many new words.

Rasinski calls this the “generative” or “multiplier” effect of morphological vocabulary study: the fact that Latin and Greek roots, prefixes, and suffixes have a one-to-many correspondence that dramatically increases access to vocabulary. And it’s not just Rasinski’s opinion that this approach gets results. Research has shown that during the early grades, morphological knowledge is a better predictor of reading comprehension than vocabulary levels.

Faster Learning

The more you do something the better you get at it. It’s how the brain works – practicing a skill rewires the brain to perform that skill more efficiently and effectively the next time. The online Fast ForWord® intervention program has the capacity to give students much more intensive, targeted practice in most aspects of reading – including morphology – than other programs or methods. That’s because Fast ForWord delivers nearly 35,000 learning “trials” in the same amount of time that other software programs deliver just over 5,000 trials. The result is often significant learning gains for even the most struggling students.

Rasinski hands the webinar over to Cory Armes, who demonstrates Hoof Beat, an exercise in Fast ForWord Reading 4 that develops morphological skills such as recognizing and understanding Greek and Latin roots, suffixes, and prefixes. It also works on word analysis, synonyms, antonyms, analogies, and more. With a fun video game style format that keeps students engaged while challenging them with in-depth practice.

Armes goes on to present statistically significant results from several studies of students using the Fast ForWord program, including increased reading achievement for elementary learners, improved comprehension for secondary learners, and over 2 years of improvement in reading grade level for ELLs.

The Nitty Gritty

Check out the full webinar and get all the rich details:

  • How many words students can learn weekly by traditional direct instruction;
  • How many words students can learn over the course of their K-12 education by traditional direct instruction;
  • How many words are in the English language (HINT: it’s probably more than you think);
  • How Fast ForWord develops vocabulary through morphology (see the product in action);
  • How – and in what grade – teachers can start teaching morphology to accelerate vocabulary learning; and
  • The details of Rasinski’s 5-day plan for using morphology to teach vocabulary.

If you’re not yet using roots, prefixes, and suffixes as a mainstay of vocabulary instruction – or if you’d like to explore how technology can help – don’t hesitate to watch the webinar. Your students will thank you…someday.

Related reading:

5 Fluency and Comprehension Strategies That Every Reader Can Use

Squelching Curiosity: How Pre-Teaching Vocabulary Stifles Learning

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Categories: English Language Learners, Fast ForWord, Reading & Learning, Special Education

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Summer Learning Programs, ELLs and the Achievement Gap

Deliberate practice

Close the achievement gap. Fix learning problems. Solve all our education problems! Educators are faced with increased responsibility and pressure – like never before.  It’s no wonder that summer learning loss becomes another challenge that’s rarely addressed sufficiently.

The role that summer learning loss plays in the achievement gap is borne out by decades of research. According to research by Karl Alexander and colleagues at Johns Hopkins University, the disparity in summer learning opportunities is responsible for more than half of the achievement gap. More than half. That should mean that we could improve the problem by at least half by providing equal access to summer learning opportunities for disadvantaged students – and yet the creation of effective summer learning programs for lower-income students has not been a significant focus of literacy efforts in the U.S.  Let’s look at some of the latest facts on summer learning loss:

  • Low-income students lose more than two months in reading achievement during the summer, while high-income students, on average, see reading gains during the summer.
  • Low- and high- income students lose math skills at more or less the same rate over the summer months.
  • Lower-income students have less access to books at home and around the neighborhood, a “disability” of sorts that compounds year over year, resulting in a divide between advantaged and disadvantaged students that increases over time.
  • The problem of the summer slide is compounded for ELL students, who may lose all access to fluent English modeling and speaking opportunities over the summer months resulting in loss of language skills.
  • ELLs benefit from book reading, writing, and differentiated learning opportunities offered by summer learning programs. They also benefit from the social support that is critical to their academic success.

While federal programs are not yet making summer reading programs a focus in addressing the achievement gap, it makes sense that districts should. The research has shown that at-risk students need affordable access to significant and effective summer learning opportunities with an emphasis on reading books that interest students, at the correct reading level.

Districts can take steps today toward applying a known solution to fix a known problem, or can wait for federal policy to catch up with the research and take the lead. The thing is, as long as students are not involved in effective summer learning programs, the summer learning gap – and as a result, the achievement gap – isn’t going away. Even if disadvantaged students make great progress during the academic year. It’s really a no-brainer.

How should districts pay for it? Here are some sources that can help get district-driven summer learning programs going:

  • 21st Century Community Learning Centers
  • Title I Supplemental Education Services
  • The Child Care and Development Fund
  • Temporary Assistance for Needy Families

References:

Alexander, K.L., Entwisle, D.R., Olson, L.S. (2007). Lasting Consequences of the Summer Learning Gap, American Sociological Review, 72, 167-180. doi:10.1177/000312240707200202

Hur, J.S., & Suh, S. (2010). The Development, Implementation, and Evaluation of a Summer School for English Language Learners. Professional Educator, 34(2). Retrieved from: http://www.theprofessionaleducator.org/

Vanderhaar, J.E., & Munoz, M.A. (2005). Limited English Proficient Intervention: Effects of a Summer Program in Reading and Mathematics. Retrieved from ERIC database. (ED491400)

Smink, J. (2011, July 27). This Is Your Brain on Summer. [Op-Ed]. The New York Times. Retrieved from http://www.nytimes.com/2011/07/28/opinion/28smink.html  

Related reading:

How to Create an Effective Summer Learning Program

18 Ways to Encourage Students to Read This Summer

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Categories: English Language Learners, Reading & Learning

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Is There Hope for English Language Learners in American Schools?

Working with ELL students

The number of English language learners (ELLs) in American schools is rising faster than that of any other student population. According to the National Center for Education Statistics (NCES) 2012 report, The Condition of Education, ELLs in US schools increased from 3.7 million in 2000-01 to 4.7 million in 2009-10, up from 8% to 10% of all students. In California, the state with the greatest increase, 29% of enrolled students in 2009-10 were ELLs.

Given these numbers, it’s clear that the challenges are enormous. There are more than 150 languages spoken by ELLs in the country’s schools. In some states, the vast majority of ELLs speak a single language—often Spanish—while in other states fewer than half of the students speak the top foreign language. Schools face a shortage of qualified bilingual teachers and, often, rigidity within the traditional school structure that impedes effective teaching of English learners.

It’s no surprise, then, that when it comes to ELL’s academic achievement, the data shows that our schools are failing to meet the Department of Education’s promise of “fostering educational excellence and ensuring equal access.”

Where’s the Excellence?

Consider the following data from the 2011 Nation’s Report Card:

Reading

 

4th Grade ELL

4th Grade

Non-ELL

8th Grade ELL

8th Grade Non-ELL

% Proficient or

Above

7%

37%

3%

35%

 

Math

 

4th Grade ELL

4th Grade

Non-ELL

8th Grade ELL

8th Grade Non-ELL

% Proficient or

Above

14%

44%

5%

36%

 

The non-ELL achievement levels are unimpressive, but the ELL results are downright depressing—especially for 8th graders who may be at risk of dropping out. For the vast majority of English learners, the language barrier remains unacceptably high.

School Success Stories

Despite these dismal statistics, some schools have done an exceptionally good job educating English learners. Take, for example, Coral Way Bilingual K-8 Center in Miami, FL, which started providing two-way bilingual education for all students in the 1960s in response to an influx of English learners from Cuba. Of the 70% of kindergarteners who enter the school with a Limited English Proficient (LEP) classification, most move out of the classification by 2nd grade.

On the West coast, a technology-based approach has made a big difference at a school formerly in Program Improvement. At Korematsu Discovery Academy in Oakland, CA, where the student population is 65% LEP, Principal Charles Wilson introduced the Fast ForWord online reading intervention program to help struggling learners move closer to proficiency. Within two years, the reading proficiency rate for 2nd – 5th graders increased from 17% to 41%. The math proficiency rate increased from 39% to 67% in the same period.

As a result of these gains, Korematsu received an award from Oakland Unified School District for the largest increase in the proficiency rate of English learners of all elementary schools in the district. According to Wilson, English learners who go through the program “are able to understand English more quickly, maintain their focus for a longer period of time, and are better at following directions.”

What’s Effective?

While the jury’s still out on which program model—two-way bilingual as used at Coral Way, late-exit bilingual, pullout ESL, etc.—is “the best” for helping English learners make strides academically, research shows that successful schools have typically made an effort to restructure for better learning. School restructuring can include a variety of elements, such as:

  • Organization of schooling (alternative student groupings, project-based or thematic instruction)
  • Productive uses of time (improving classroom management, creating block schedules, extending the school year)
  • Teacher collaboration (team curriculum development, high standards, shared instructional strategies)
  • Professional development (designed and planned by teachers to stay abreast of research on language development and acquisition)
  • School decision-making (teachers and administrators share responsibility for school operation and approaches to learning)
  • Parent and community engagement (parent involvement is valued and creatively encouraged)
  • Integrated services (ensure that students' health and social needs are met)

Many of the benefits of restructuring—such as greater parent involvement and teacher collaboration—extend beyond ELLs to the broader school community. With a more flexible structure in place, teachers have greater latitude to help all their students build the skills they need to succeed in reading, language arts, and all subject areas.

The Fast ForWord online reading intervention program used at Korematsu Discovery Academy is easier to implement than school restructuring and can provide rapid results within traditional or restructured learning environments. The program helps ELLs learn to hear the critical differences between similar sounding English phonemes so that so they can make sense of the English language. Once they can hear the sound differences, the “code” is broken and they can accelerate their acquisition of reading and language skills. It’s this unique intervention approach that makes it possible for ELLs to achieve significant academic gains in just a few months.

The demographic changes in American schools are demanding that educators demonstrate the same globally competitive skills that their students are expected to develop—the ability to innovate, implement effective technologies, work collaboratively to solve pressing problems, and communicate cross-culturally with parents and the broader community. There are schools like Coral Way and Korematsu Discovery Academy that have demonstrated what’s possible. Who’s up for the challenge?

Related reading:

Language Skills Increase 1.8 Years After 30 Days Using Fast ForWord

68% of Students Improve MEPA Proficiency Significantly after Fast ForWord®

 

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

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As Classrooms Become More Diverse, How Do We Help All Students Grow?

diverse student populationsWith the start of a new school year this month, principals and teachers are facing novel and increased challenges. Educators are well aware that the U.S. classroom is becoming more diverse and that this diversity compounds the added pressure teachers and administrators feel to meet Common Core standards and local community standards for educational performance. 

The increased diversity in the U.S. classroom can be attributed to several factors:

  • The recent census indicates that over 20% of our students speak a primary language other than English. In many areas of the country the numbers are much higher than that.
  • The rates of students diagnosed with attentional problems (ADD and ADHD) have increased by 40% in the past decade. The extent to which that increase reflects a true change in prevalence is open to debate. But, for the classroom teacher the challenges these students pose complicate classroom organization and format of content presentation.
  • Despite initiatives like Response to Intervention and the Common Core, reading proficiency remains a problem for many schools districts. Nationwide, 33% of fourth graders still do not read proficiently.
  • Most school districts are opting for “push-in” as an alternative to “pull out” for students with special needs. This mainstream inclusion poses specific challenges to classroom teachers who are not specifically trained to work with special populations like children with language-learning disabilities.
  • The number of students in homes below the poverty line is increasing and, with it, continued learning challenges that are not easily met by changes or adaptations in curriculum.

All of these factors are contributing to an educational environment where teachers and administrators feel increased pressure to meet state guidelines and community expectations yet they are at a loss for approaches that actually increase classroom achievement for these groups. However, there are some commonalities among these diverse groups that make them more amenable to some specific types of interventions than others.

English language learners, struggling readers, special education students, and students from homes below the poverty line share specific kinds of cognitive limitations that have been shown to affect school achievement. A major limitation shared by all of those diverse groups is the reduction in oral language skills. Research published by Hart and Risley in 1995 showed that children living in homes below the poverty line were exposed on average to 32 million fewer words by the time they entered school than children from homes where the parents were professionals. And research published by Hirsch in 1996 indicated that when students enter schools with low oral language the relative difference in oral language skills actually worsens as they course through elementary and middle school. Academic interventions that improve oral language skills are one key to closing the achievement gap.

Some other diverse groups, like those students diagnosed with ADHD or special needs, show problems with attention and working memory skills. As classroom teachers are aware, attention and memory problems are difficult to “teach around” and pose a challenge for classroom management as well. Teachers may feel they spend 95% of their time trying to accommodate the 5% of learners who struggle to attend or cannot easily retain information presented in class. Interventions that focus specifically on enhancing attention and memory skills have been proven to result in increased academic achievement.

It is logical that increased diversity in our nation’s classrooms necessitates a new look at educational interventions that are designed to target the underlying deficits rather than concentrating on curriculum alone. Children with poor oral language skills or reduced attentional or memory capacities are not likely to benefit from even the best instruction until those deficits are addressed. Fortunately, there are powerful, breakthrough interventions like the Fast ForWord and Reading Assistant programs that focus on those specific capacities and they have proven results with this new diverse group of students we are charged with educating.

References:

Communication Champion. (2011). Oral language and poverty. Gross, J. Retrieved from http://www.thecommunicationtrust.org.uk/commissioners/reports.aspx

Hart, B., & Risley, T.R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore: Paul H. Brookes Publishing Co.

Hirsch (1996) The Effects of Weaknesses in Oral Language on Reading Comprehension Growth cited in Torgesen, J. (2004). Current issues in assessment and intervention for younger and older students. Paper presented at the NASP Workshop.

Morris, R.D., Stuebing, K.K., Fletcher, J.M., Shaywitz, S.E., Lyon, G.R., Shankweiler, D.P., Katz, L., Francis, D.J., Shaywitz, B.A. (1998). Subtypes of reading disability: variability around a phonological core. Journal of Educational Psychology, 90(3), 347-373.

Related reading:

Fast ForWord® Language Series Has Greatest Impact of Any Intervention Listed by NCRTI

Response to Intervention & Special Ed Stats: Progress Report

 

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Categories: Brain Fitness, Education Trends, English Language Learners, Fast ForWord, Reading & Learning, Reading Assistant, Special Education

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Exclusive Webinars with Experts on the Brain and Reading

2013 education webinars

I’m so excited to announce our webinars for this fall!  We are honored to have Dr. Norman Doidge, the well-known author of The Brain That Changes Itself, join us October 2nd for a webinar. This is a rare opportunity that educators, clinicians and parents alike won’t want to miss. Dr. Tim Rasinski, one of our favorite presenters, is returning to speak about the role of fluency in comprehension, and Dr. Marty Burns will be speaking on meeting the needs of the rapidly changing diverse student populations.  

8/19 - Using Brain Science to Close the Achievement Gap

Dr. Martha S. Burns will discuss what the latest brain science says about the true learning potential of ELLs, struggling readers, and students with ADHD. Find out how today’s powerful intervention technologies can help build foundational reading and cognitive skills for a variety of student populations—and help students improve their ability to learn.

9/11 - Reading Fluency: The Neglected (but Necessary) Goal of Your Reading Program

Dr. Timothy Rasinski is a vocal proponent of teaching reading fluency as a means of helping students build better comprehension. In our September webinar, Dr. Rasinski will talk about fluency as a predictor of reading comprehension, present the research on fluency, and substantiate fluency as an essential component of any successful reading program (National Reading Panel). All this and you’ll gain a better understanding of how to teach fluency so your students can start getting more from their reading.

10/2 - The Neuroplasticity Revolution: New Ways to Improve Learning

For 400 years, the brain was thought to be a more-or-less fixed piece of machinery after infancy. Dr. Norman Doidge, author of The Brain That Changes Itself, will talk about the recent discovery that the brain retains the ability to change its own structure and function in response to experience through the latest years of our lives. Learn how this discovery was made, how it turns our understanding of learning on its head, and how it radically alters the was we think about student potential—especially for students with learning challenges or disorders. And, discover the online interventions that have grown out of the science and learn how they work to help students overcome reading and language difficulties.

Related reading:

Why Dr. Timothy Rasinski Thinks Reading Fluency Should Be “Hot!”

Brain Plasticity: A New Frontier For Education and Learning

 

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

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Cooperative Learning Strategies in the Classroom: Creating a Culture of Inclusiveness

cooperative learning strategiesIt’s more than just a generational trend: research has shown that employing cooperative learning strategies in the classroom can actually help students learn better and even like each other more. But breaking students into effective working groups, training them in cooperative learning techniques, and promoting positive experiences for all learners takes know-how.

Research out of Stanford University shows that lower-status students may be excluded from full participation in cooperative learning groups even when they repeatedly attempt to engage with the group. While certain students may remain silent because they lack confidence in their ability to contribute due to a language barrier or lower ability, other students who do attempt to participate may be ignored when they speak or are blocked from accessing a task (e.g., other students may physically dominate an area where building materials are laid out).

Shaping Social Perception

One wonderful benefit of cooperative learning is the opportunity that it affords teachers in helping their students appreciate what every student has to offer. When a teacher takes the time to notice a unique skill or ability of a quieter learner—say, Rosa—and to point it out to the entire learning group, every member of the group gets the chance to shift their perception of Rosa and of her value to the group—including Rosa herself. It’s as simple as saying to the group, for example, “Rosa is good at planning things out step-by-step; your group can use her as a resource and rely on her to help keep your project on track.”

Learning How to Learn Cooperatively

As with most new skills, learning how to learn cooperatively must be trained. Teachers can help by ensuring that all students understand the purpose of cooperative learning and have the knowledge and tools to participate effectively.

Recommendations for enhancing a classroom’s cooperative learning culture include:

  • Knowing what type of instructional grouping is best for achieving the desired goal
    • Formal cooperative learning groups meet for a time span of at least one class period, and potentially up to several weeks with the goal of completing an assigned project
    • Informal cooperative learning groups are ad-hoc groups that support direction instruction (e.g., breaking up into small groups to discuss a teacher demonstration)
    • Cooperative base groups are comprised of students of varying ability and perspective, forming for a year or longer to provide social support and academic encouragement to members
  • Assigning students to diverse groups and avoiding long-term groupings based on ability
  • Helping students learn what behaviors work best for cooperative learning
    • When contributing ideas, students can listen, take turns, and use language like “I suggest” and “We could”
    • When checking for understanding, students can make eye contact, wear an interested expression, and use words like “Can you give me an example?” and “How do you get that result?”
  • Assigning a group facilitator to ensure that every member of every group is contributing, offering and seeking help, and practicing active listening
  • Allowing students to practice cooperative learning strategies risk-free before beginning to grade on group outcomes

Who is a Leader?

Students who are easily recognized as leaders may not be the only leaders in the classroom—or even the best. Within cooperative learning groups, teachers can, and should, place many different students in leadership positions during group projects.

When a teacher makes the effort to recognize a student with hidden leadership potential and to reframe the learning group’s perception of her with a positive statement about her ability, real opportunity can arise for her within the group—even if that student has weaknesses in other areas, such as literacy.

Authenticity is Key

When her teacher stands up in front of the group and says that Rosa is good at planning step-by-step, you can bet that at least some students are judging that statement. An attempt to manipulate the group’s opinion isn’t likely to fly.

To help reframe a student’s status within the group, then, any statement about the student should meet a few basic criteria:

  • Be specific to the student (not generalizable to every student in the class)
  • Be recognizable in the student (others should be able to recognize the trait in the student when they try)
  • Be useful to the group (everyone, including the student, should be able to understand its value)

The real beauty of authentic acknowledgement is that it spotlights the recognition that every learner brings ability to the group and that no one learner is good at everything—and that that’s okay.

The sooner students realize this truth, the sooner they can discover that knowing how to work with others to get the job done is what ultimately counts in life—and that’s a real-life skill that every single student can take out into the world and use.

Related reading:

Creating a New Culture of Teaching and Learning with Alan November

Beating Bullying for Better Learning

 

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Categories: Education Trends, English Language Learners, Reading & Learning, Special Education

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

Fast ForWord collegeIf you attended this year’s 100% virtual Visionary Conference on May 17th, 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

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

improved test scores

On November 5th, 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

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Brain-Building for Third Grade Reading Proficiency

reading proficiency“One in six children who are not reading proficiently in third grade do not
graduate from high school on time, (which is) four times greater than that for
proficient readers.”

A major finding in "Double Jeopardy: How Third Grade Reading Skills and Poverty Influence High School Graduation", by Donald J. Hernandez (Professor, Hunter College and Graduate Center, City University of New York) and The Annie E. Casey Foundation.

The sobering statistics related to third grade reading proficiency and high school graduation are expertly laid out in the 2011 study quoted above, and the subject has subsequently become a hot topic in education circles ever since.

Dr. Martha Burns' latest free webinar for Scientific Learning, Read by Third Grade, directly confronts the facts related to this issue and offers tips and tools for educators to reverse this statistic.  By identifying reading difficulties early and implementing proven solutions, educators can put students back on track to reading proficiency.

Using neuroscience research and relevant data from a wide range of sources to illustrate her points, Dr. Burns first reminds us of the enormous power classroom teachers possess as "brain-changers": adults who have the ability to increase, enhance, and upregulate the capacity of young people's brains on a daily basis. She then takes viewers step-by-step through the nuts and bolts of "brain-building" for reading proficiency and includes a thoroughly scientific but completely accessible primer on "brain architecture". She also offers a wealth of information about English Language Learners, provides easy-to-implement classroom tips, and reviews compelling statistics on how Fast ForWord and Reading Assistant products specifically target the skills that prevent so many struggling readers from reaching proficiency.

 

 

For further reading:

Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation

Related reading:

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

What Makes a Good Reader? The Foundations of Reading Proficiency

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

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Join Us for Our 2012 Fall Webinar Series for Educators

Education webinarsOur Fall Webinar Series for Educators is here!  Join us for presentations on topics from how the brain learn to how you can increase test scores and reading proficiency for your students. 

How the Brain Learns

9/12 - The Development of Executive Function: Building the Brain’s “Air Traffic Control” System

Dr. William Jenkins, one of our four founders and an expert in learning-based brain plasticity, will review the three dimensions of executive function often highlighted by scientists—working memory, inhibitory control, and cognitive flexibility. Learn about the development of these skills across childhood and look at some popular misconceptions about executive function in children.  His last webinar on executive function was a big hit—you‘ll want to join us for this one!

10/11 - Teaching with the Brain in Mind

Brain-based learning expert Eric Jensen returns to share specific, practical brain-compatible strategies you can use in the classroom right away. Discover how the brain works, how teaching changes the brain, and what it takes for students to acquire complex learning and achieve their best. Jensen’s webinars are always packed—be sure to register and arrive early!

10/30  -  What do Neuroscientists Know About Learning That Most Educators Don't?

Dr. Paula Tallal will join us to discuss the latest neuroscience research on learning, her original research on auditory processing and language, and the classroom application of these scientific findings to help struggling learners succeed.  Dr. Tallal is one of our four founders and a very engaging presenter—don’t miss this rare opportunity to learn from her!

Real Life Results with Scientific Learning Programs

9/5  - 79% of Arizona English Language Learners Improve One or More Proficiency Levels In One School Year

Returning presenter Cory Armes will discuss how the Fast ForWord program supports English Language Learners by simultaneously developing academic skills critical for reading, such as English language conventions, phonemic awareness, vocabulary, and comprehension. A live Fast ForWord demo will be included in this webinar.

9/17  -  Administrators from Westfield-Washington Schools (IN) Discuss How Their Students Achieved Nearly Double Expected Gains In Reading

Dr. Martha Burns will open the webinar with an overview of how the brain learns.  Then, special guests Dr. Dave Mundy and Cindy Keever from Westfield-Washington Schools in Indiana will discuss how students achieved nearly double their expected gains in reading with the Fast ForWord program.   Bring your questions for our guests!

9/26 - Students Surpass Reading Level Gain Expectations by 50% With Reading Assistant

Maura Deptula will provide an in-depth look at the Reading Assistant online reading coach and results achieved by students using it. Reading practice with Reading Assistant helps strengthen fluency, vocabulary and comprehension. This webinar will include a live product demonstration.

For Parents

9/10 - The Science of Learning

One of our most popular presenters, Dr. Burns returns to discuss ways to accelerate your children’s learning. Recent brain research shows that developing the critical cognitive skills of memory, attention, processing, and sequencing can make a significant difference for your children and result in improved test scores. Dr. Burns will discuss key areas of the brain and how these areas influence reading and academic performance. Angela, a parent from Wisconsin, will discuss her son’s progress and results with the BrainPro program.

 

 

Subscribe to this blog to get new blog posts right in your inbox and stay up to date on the science of learning!

  

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

Connect with us on your favorite social network! RSS youtube linkedin

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

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