Scientific Learning Around the World

• November 9, 2010 by Peter Carabi

Most readers of this blog are familiar with some of the “life-changing” stories associated with the use of Scientific Learning (SLC) programs (Fast ForWord and Reading Assistant) in schools and clinics in North America.  But did you know that these same remarkable results are being achieved with students all over the world?  While the use of our programs continues to expand in North America via sales to school districts and in conjunction with private providers, the company also has a growing international presence.   Currently, SLC has a network of 25 Value Added Representatives (VARs) who provide our programs in over 45 countries (for a list of VARs and their countries.  To obtain a list of our VARs, please visit http://www.scilearn.com/company/international/list-of-intl-vars/.  The growth of the international market for SLC is considered a high priority, and is fueled by increasing awareness of brain fitness and the role of cognitive neuroscience in the learning process, as well as a keen emphasis (especially in Asian countries) on English language learning as a prerequisite for career success.

Our VAR network is composed of expert implementers of our programs, with backgrounds in such areas as speech pathology, English language learning, audiology, physical therapy, and reading theory.  In most cases, VARs deliver Fast ForWord and Reading Assistant in combination with other interventions, therapies, and curricula, to address the particular needs various sub-groups of users.  Most VARs have developed strategies to address the needs of different segments of their local users. For instance, most VARs have one or more of their own after school-day learning centers.  In addition, they usually develop a network of “sub providers” (who can be composed of therapists, tutoring or language learning center operators, or other specialists).  Finally, many VARs also conduct direct sales efforts to public and private schools.  In each case, the kinds of “value added” services they provide will vary according to the needs of the partner or end user.

In addition to the many instances amongst our VARs of life-changing stories of success with individual students, several international research studies have been conducted which have added to the mounting library of evidence of the efficacy of our programs.  These studies (visit http://www.scilearn.com/scientifically-based-research/international/10/) include research from Singapore, Germany, Bermuda, India, Australia, the UK, Ireland, Philippines, and Thailand. 

It has taken time for the concept of brain fitness to gain widespread acceptance in North America.  The same is true internationally.  But recent events have dramatically demonstrated that educators and parents around the world are beginning to understand the power of our programs to build brain fitness, increase academic performance, address specific learning disorders, and enhance English language proficiency.   For instance, in the area of special needs, in 2009 the Australian Government’s Department of Families, Housing, Community Services and Indigenous Affairs named Fast ForWord as an approved intervention for children diagnosed with Autism Spectrum Disorders (ASDs).  In South Korea, our local VAR partner (which has over 120 sub partners and school clients) has an official relationship with the Korea Association of Primary English Education (KAPEE) as a result of KAPEE’s observation of the success of Fast ForWord and Reading Assistant to help students quickly increase their English reading and speaking proficiency.  And, in China, preliminary results of research conducted in conjunction with two prestigious universities (Peking University and Beijing Normal University) has shown impressive results for Chinese students using Fast ForWord. 

More information about our VAR program can be found at www.scilearn.com/international.  Our VARs are a committed, caring group of professionals who are happy to share what they have learned about our programs, and they always extend warm invitations to visitors who may be traveling in their countries on vacation and/or business, to visit their centers and learn more about how they incorporate our programs into their businesses.  For more information, you can contact me at pcarabi@scilearn.com.

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Categories: Brain Fitness, English Language Learners, Fast ForWord, Reading Assistant

Tags: academic proficiency, academic success, accelerate learning, improving reading skills, language learning, Scientific Learning VARs

79% of ELL Students Increase Proficiency by One or More Levels

• September 2, 2010 by Melissa Agocs

During the 2008 – 2009 school year, a group of kindergarten through sixth-grade students used the Fast ForWord® products. All participants were English language learners.

Participants used products from both the Fast ForWord Language and Fast ForWord Reading series. Kindergartners typically started with the Fast ForWord Language Basics product and then progressed through Fast ForWord Reading Prep and Fast ForWord Reading Level 1 while students in first grade and above started with the Fast ForWord Language product, and then progressed through Fast ForWord Language to Reading followed by the Reading product.  On average, students used the products for 54 days across a 3½ month period.

The Arizona English Language Learner Assessment, abbreviated as AZELLA, is used to determine the English language proficiency of Arizona K-12 students whose primary home language is other than English. AZELLA results include a composite proficiency level score and separate subtest scores for Listening, Speaking, Reading, and Total Writing. Scores are reported in terms of scaled scores and proficiency levels.

The five proficiency levels of the AZELLA are Pre-Emergent, Emergent, Basic, Intermediate, and Proficient. Students in this study were assessed on the AZELLA in the fall, prior to using Fast ForWord products, and again in the spring, after using the products.

Seventy-nine percent of the students increased their proficiency by one or more levels. According to a study through the Arizona Department of Education, students typically have a difficult time moving beyond the Intermediate level, with 38% moving to Proficient after one year, and 46% moving to Proficient after two years.  After using the Fast ForWord products, 68% of the Intermediate students reached the Proficient level.  In fact, 22% of the students who were initially at Basic reached Proficient.

For more information, please see the Educator Briefing and Full Report on this study as well as any of our 200+ additional reports on Fast ForWord results. If you have questions about any of our research studies, please contact us.

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

Tags: academic proficiency, academic success, assessments, improving reading skills, language learning, technology in education

Can Scientific Learning Products Improve School Test Scores?

• June 2, 2010 by Norene Wiesen

When making a buying decision about educational software for a school or district, one of the most important questions to ask is whether the product is effective.  Administrators considering the Fast ForWord® and Reading Assistant™ products want to know: Do they help students learn and succeed?  Do they improve school test scores?  Are they evidence-based?

The answer to all of these questions is yes.  Scientific Learning products have been proven to improve language, reading, and cognitive skills as well as to improve school test scores on state assessments and other standardized tests for schools that follow the prescribed protocols.  Our Scientifically Based Research page is your starting point for exploring the 200+ studies that have evaluated the effectiveness of the programs and that serve as evidence of improved learning outcomes.

On average, students can see a 1-2 year improvement in reading level on school test scores in as little as 8-12 weeks.  English language learners, struggling readers, and special education students have all been positively impacted.  So have students performing at grade level and above.

Here are just a few examples:

Dallas Independent School District, TX (View PDF)

• Four year longitudinal study
• Fast ForWord participants significantly improved their reading achievement scores on the TAKS state assessment and maintained their improved reading skills
• Average decrease in the achievement gap for the 544 Fast ForWord participants was 25%

St. Mary Parish Public School System, LA (View PDF)

• After using Fast ForWord products, percent of Centerville, LA, 4th graders scoring proficient on state assessments exceeds state average
• Marked improvement in 4th grade Math, Science, and Social Studies test scores, highlights the impact of Fast Forword products on improving cognitive and foundational skills

Bridges Academy, Winter Springs, FL (View PDF)

• A private school serving students with learning disabilities with a goal of improving reading skills
• Case study on 2nd through 10th graders to evaluate the effects of adding Reading Assistant software to their existing Fast ForWord implementation
• Reading Assistant and Fast ForWord products are used concurrently and students are assessed before and after use
• In an average of three months, the students at the school improve their grade equivalent test scores by an average of one year and three months on the Basic Skills Composite, which combines the Word Identification and Word Attack subtests

The benefits of Scientific Learning products go beyond improving state assessment scores.  Researchers have measured improvements in self-esteem, communication skills such as vocabulary and pronunciation, improvements in listening and understanding, and stronger memory for things like phone numbers and event sequences.  Review our scientifically based research for detailed information.

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

Tags: academic problems, academic success, achievement gap, brain training, child reading development, cognitive skills, elementary learning, elementary school learning, Florida, high school learning, improve test scores, improving reading skills, increased test scores, intervention, language learning, learning disabilities, literacy, Louisiana, math, memory, reading intervention, science, self-esteem, social studies, struggling readers, TAKS, Texas, vocabulary

Welcome to the Science of Learning Blog

• January 5, 2010 by Denise Ruvalcaba

Hello and welcome to The Science of Learning blog, providing information to educators, parents, scientists, and academics on the science of brain plasticity and ways to accelerate learning for children and adults.

Visit regularly to stay up to date, or add our feed to your feed reader.  And if there's a topic or issue that you'd like us to blog about, let us know by sending us an email at thescienceoflearningblog@scilearn.com.

 

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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, Brain Research, Education Funding, Grants, and Stimulus, Education Trends, English Language Learners, Fast ForWord, Progress Tracker, Reading & Learning, Reading Assistant, Scientific Learning Research, Special Education

Tags: accelerate learning, brain plasticity, how adults learn, how children learn, learning to read