13 Questions About The Build English Fast Solution

Tuesday, September 15, 2015 - 08:00
  • Carrie Gajowski

Build English Fast with ELLs

Are you faced with more English language learners in your class, school or district? You may not know that Fast ForWord® is the top-ranked intervention for English Language Development on What Works Clearinghouse. Our unique Build English FastTM solution incorporates the power of both Fast ForWord and Reading Assistant to accelerate English language development. In one of our most popular webinars this year, Dr. Martha Burns fielded the following questions from educators like you!  Click here to view the full webinar.

Q: What is the best age for teaching a second language to benefit the development of the second language?

A: Birth to seven is generally the time when it is easiest to learn and become proficient in a second language. However, that period of time is extended in people who are bilingual, such that bilingual people can learn additional languages extraordinarily well, even at older ages. It seems that just being exposed to two languages when you are young makes your brain more flexible for learning languages in general.

The general rule is that the best time to learn an additional language is before age seven -- but that rule can be broken by lots of different things, including bilingual proficiency.

Q: Does the Fast ForWord program help with native language delays?

A. The Fast ForWord program helps build the whole language network in the brain.  In doing so, it improves the brain’s ability to process language and thereby can help the development of both the native language and any second language (such as English).

Q: What about special needs students who are second language learners?

A: The Fast ForWord program was originally designed for use with children with special needs but has been found to be extraordinarily effective with ELL students. The original group of study participants included students with developmental language problems of one kind or another that could be associated with autism spectrum disorder, developmental delays, and specific language impairments. All these groups of children benefited from the Fast ForWord program. The only caveats are that the child needs to have language skills in their native language of at least a three-year-old, and the child must be able to use a computer or iPad with headphones.

Q: What age range is the Fast ForWord program good for?

A: For English language learners, the program can be started as early as age five.  There is no upper age limit for program use.

Q: What about kids without basic literacy?

A: Students can benefit even if they are not reading in either their native or their second language. Two of the products that are particularly appropriate for English language learners (Fast ForWord Language for students in elementary schools and Fast ForWord Literacy for students in secondary schools) focus on sounds and oral language, and have no written letters.  These are appropriate starting points for students who are not yet literate.

Q: Is there progress monitoring and data to support the program?

A: Yes. A great strength of the Fast ForWord program is the ability of educators to monitor each student’s strengths and weaknesses. Every grammatical error the student makes is recorded, as well as every error in speech sound discrimination, vocabulary, or listening/reading comprehension.  Each student’s responses on every item are included in a report.

Q: Is there a pre-test that can be administered to know where to begin?

A: When the program is used in a school setting, there is an assessment called Reading Progress Indicator that typically runs automatically when students initiate use (although it can be turned off during enrollment).  This assessment evaluates a student’s early reading skills and determines whether the student has a reading discrepancy.  Coupled with the student’s current grade level and education classification, this determines where in the program the child should start.  As long as the auto placement option has been selected, the program will place the student at that point and continue to move them onto the next product within the Fast ForWord program as appropriate.    

Q: Does it work on all modalities – reading, writing, listening and speaking?

A. The Fast ForWord program and Reading Assistant software work directly on reading, speaking and listening. Although there are no actual writing exercises that use pen and paper, research has shown improvement in writing. For information on this specific research, please see the blog post on our website "Building Better Writers (Without Picking Up a Pen)" by Dr. Beth Rogowsky.

Q: Is this a program people can access at home or just at school?

A: You can access the Fast ForWord program at home or school. The three ways through which the program can be accessed are:

  1. School district that is using the Fast ForWord program;
  2. Clinical professional who is trained on the Fast ForWord program and using it, such as a speech and language pathologist.  Trained professionals can be found on the Search for a Provider page; or
  3. BrainPro online service, which combines the Fast ForWord program with the services of a professional consultant. Learn more about the BrainPro service.

Q: Can this program be compared to other ESL programs?

A: Many other programs teach language through sentence structure. A student sees a picture and hears a word or sentence that goes with the pictures. They do not have specific training in speech sound discrimination by itself. The Fast ForWord program complements these other programs by developing some of the necessary foundational skills, including the ability to discriminate between sounds and the ability to identify specific phonemes. 

Q: Is the Reading Assistant program helpful for strengthening literacy?

A: Yes, the Reading Assistant program is a literacy product. Students start working with real text leveled around mid-first grade. Initially, students have the stories or the content read to them while they look at a printed page and see the words and phrases highlighted as they are read by the computer. The students then read aloud the text themselves. In order to use the Reading Assistant program, children must be able to correctly read 25 words per minute.  For students who use it, Reading Assistant is a wonderful tool for building fluency, reading vocabulary, and comprehension.

Q: How many minutes do you need to use the Fast ForWord program to get the most benefit?

A: ELL students, who have average native language skills, should use the products at least thirty minutes, three times a week. For students whose native language skills are not at age level, the minimum is thirty minutes, five times a week. These protocols are appropriate for both the Fast ForWord Language (elementary school students) and the Fast ForWord Literacy (middle or high school students) products and can be completed in anywhere from 12 to 27 weeks based on the abilities of the student and whether the students use the  products thirty minutes for three or five days a week.  Students can also use the products for more minutes each day, and thereby reach completion in fewer weeks.

Q: If a child starts in the Reading Assistant program at the first grade level, does it adjust to match the student’s level as he/she does the activity?

A. The Reading Assistant program has many different levels of difficulty, becoming more difficult as students progress.  In order to use the software, students must be able to correctly read at least 25 words per minute, which corresponds to a mid-first grade reading level.  However, difficulty ranges up through high school with content that aligns with the interest and content material for the corresponding grade levels:  K-3, 4-5, 6-8, and 9-12. 

Not all students start at the same level.  Teachers can select the appropriate level of reading for each student, or students can take the Reading Progress Indicator assessment and be automatically placed in to the appropriate level of the Reading Assistant program.



Alternatives to Medication in the Treatment of ADD

Tuesday, March 24, 2015 - 08:00
  • Martha Burns, Ph.D

In this op-ed in the New York Times, Richard A. Friedman, Professor of Clinical Psychiatry and Director of the Psychopharmacology Clinic at the Weill Cornell Medical College, discusses the urgent need to address the needs of students with attention problems.  Given the dramatic recent increase in the prevalence of ADHD diagnoses in school-aged children [according to the Centers for Disease Control, the lifetime prevalence in children has increased to 11 percent in 2011 from 7.8 percent in 2003 — a whopping 41 percent increase], Dr. Friedman argues for a need to find more natural (non-medical) ways to help these students. In his op-ed he states, “In school, these curious, experience-seeking kids would most likely do better in small classes that emphasize hands-on-learning, self-paced technology-based assignments, and tasks that build specific skills.”

Whereas many parents and educators consider medication as a first approach to management of disorders of attention, the recent dramatic increase in the incidence and the call for consideration of non-medical interventions for school-aged children is important for parents and teachers to consider when managing learning issues within the classroom. One important type of attention disorder that has been treated successfully without medication is auditory attention disorders associated with some types of learning disabilities. Research conducted by Courtney Stevens and her colleagues at the Brain Development Lab at the University of Oregon has shown that children with specific language learning disorders have problems with auditory attention. Parents and educators rarely use the term “auditory attention”; however, the Stevens et al. research is increasingly supportive of its important role in learning.

We all recognize students who have problems with auditory attention: those who cannot stay focused on listening long enough to complete a task or requirement (such as listening to a class discussion in school). In fact, when educators use the term “listening skills,” they are referring to auditory attention.  It is virtually impossible to imagine a classroom where paying attention to the teacher for sustained periods of time is not critical to academic success.  According to the International Listening Association (www.listen.org), 45 percent of a student’s day is spent listening, and students are expected to acquire 85 percent of their knowledge through listening. Auditory attention skills mature over time, and like many other skills important for learning (memory, thinking skills), students vary in their ability. Children with ADHD have a known diagnosis of significant auditory (and visual) attention problems. However, according to the Stevens et al. research, even across typical learners there is a variation of ability ranging from those with average auditory attention skills to those with excellent auditory attention skills. And like with other cognitive skills, independent controlled research indicates that Fast ForWord training can significantly improve auditory attention and/or reading skills in a variety of students:  typical students and those with specific language impairment.

For those interested in the specifics of the Stevens et al. study, she and her colleagues examined whether six weeks of Fast ForWord Language training would influence neural mechanisms of selective auditory attention previously shown to be deficient in children with specific language impairment (SLI). Twenty 6-8 year old students received Fast ForWord Language training, including 8 students diagnosed with SLI and 12 students with typically developing language skills. An additional 13 students with typically developing language received no specialized training but were tested and retested after a comparable time period as a control group.  Before and after training, students received a standardized language assessment as well as a highly objective electrophysiological neural measure of attention using Event-Related Potentials (ERP).

Compared to the control group, students receiving Fast ForWord Language training showed increases in standardized measures of receptive language as well as an improved effect of attention on neural processing. No significant change was noted in the control group. The enhanced effect of attention on neural processing represented a large effect size (Cohen’s d = 0.8, indicating that the average child in the experimental group is comparable to the child at the 79th percentile of the comparison group). These findings indicate that the neural mechanisms of selective auditory attention, previously shown to be deficient in children with SLI, can be remediated through training and can accompany improvements on standardized measurements of language development.

Other controlled research, presented by Deutsch et al. at a CHADD conference several years ago, also showed improvement in attention among those students with a diagnosis of ADHD or ADD plus language impairment. In fact, if one considers Dr. Friedman’s finding that children with attention disorders benefit from “self-paced technology-based assignments and tasks that build specific skills,” there are no better designed self-paced e-learning programs than the Fast ForWord and Reading Assistant solutions. The Fast ForWord Reading products and Reading Assistant tasks are self-paced online tasks that require sustained auditory attention.  The tasks in Reading Assistant especially require activities that include listening to modeled reading, reading aloud while receiving corrective feedback through listening, listening to your own reading, and then answering questions about what was read.  Answering “think about it” comprehension questions further exercises both auditory memory and executive function skills.

In conclusion, the effort to find more natural, non-medical ways to help students with attentional disorders is at hand.  Self-paced technology programs like the neuroscience-based Fast ForWord series provide one proven alternative for improving attentional skills in students with language-based learning issues as well as those diagnosed with ADD and ADHD. 

Further Reading:

Stevens, C., Fanning, J., Coch, D., Sanders, L., & H Neville (2008). Neural mechanisms of selective auditory attention are enhanced by computerized training: Electrophysiological evidence from language-impaired and typically developing children. Brain Research, 1205, 55-69.

Students Show Improved Auditory Attention and Early Reading Skills After Fast ForWord Intervention

Related Reading:

Improved Auditory Processing With Targeted Intervention

Why Auditory Processing Disorders (APD) are Hard to Spot


Nearly 20 Years Later, What Have We Learned From Hart and Risley?

Tuesday, February 3, 2015 - 08:00
  • Norene Wiesen

Early language experienceThe 30-Million-Word Gap: How Vocabulary Impacts the Achievement Gap

An Interview with Steven L. Miller, Ph.D.

Dr. Steven L. Miller is a research neuropsychologist with expertise in the assessment and treatment of developmental language and reading impairments, and a co-founder of Scientific Learning. He has extensive experience in organizing clinical studies and conducting longitudinal studies of children and adults with such disabilities.

I chatted with Dr. Miller recently by phone about the famous 1995 language study by Hart and Risley to find out what we’ve learned since then, and why so many learners in our schools are still struggling.

SL: In 1995, Betty Hart and Todd R. Risley published the results of a study finding that 4-year-olds from working-class families and families on welfare had considerably smaller vocabularies than their agemates from professional families. This difference has been called the “30-Million-Word Gap” and “The Great Catastrophe.” Why has this study been so influential in education circles?

SM: The primary reason why the work has been so impactful is that it helped to quantify the challenge that educational systems face when children enter school with vast differences in educational readiness. This work demonstrates so clearly the enormous variation that kids present when they come to our public education system, and that traditional intervention approaches in many cases do not provide adequate advancement for students to “catch-up.”

So many people think children come to school at 4 ½ - 5 ½ years of age as blank slates. This work really points out the fact that there’s a lot of learning and experience that has gone on in the preschool years. And in the case of the Hart and Risley study, some students are millions and millions of words behind in experience when they enter the classroom.

SL: Why does this matter? What are the implications?

SM: Our national Reading First campaign has really dealt with the idea that there are critical subcomponents of reading instruction - that the research has proved are necessary, but not sufficient – for students to become good readers. And one of the best pre-school predictors of who’s going to be a good third-grade reader is their vocabulary development.

Adding to the Hart and Risley findings is research from NICHD funded research programs showing that kindergarten assessments can accurately predict greater than 90% of struggling 3rd grade readers using their kindergarten assessment performance.  As such we can now accurately predict who’s at risk for becoming a struggling 3rd grade reader.  This work led to the tiered intervention models that are positively changing student outcomes in schools across the country

So the question was, do we need different instructional paths for them? Do we expect them to develop academic skills at the same rate despite these early differences?  These aren’t biological restrictions in the students. This isn’t about their ability or potential to learn. This isn’t about whether they can learn to read, or become doctors, lawyers, engineers, or scientists. The answer to that is, yes, they can, but at the same time, if you’re not a good reader by third grade, there’s a high likelihood that you will not graduate high school on time, or possibly at all.  This is not a biological limitation but a consequence of the fact that a lot of academic learning occurs during independent reading after 3rd grade.  Reading is critical because if you can’t read you fall further and further behind.  As we try to maximize the learning that occurs each day in school the consequences of falling behind can be devastating.  We see this is one of the simplest yet strongest findings in public education.  Student attendance predicts learning, missing school or falling behind at school makes catching up difficult because each day we have new learning goals being achieved.  This is why early learning and preschool program effectiveness is so critical to later academic success.

SL: It’s not just the gap in vocabulary size at age four that puts the children from lower-income families at risk, according to Hart and Risley. The gap actually increases over time even after the children are in school. Is the learning trajectory set in early childhood, or do differences in experience continue to widen the gap year after year?

SM: Great question. I believe the evidence is clear that the older students get, the smaller the impact the parents’ vocabulary plays in language development compared to other experiences (e.g., reading). However, children with lower vocabulary skills are often poor readers so they continue to fall further and further behind in academic language and cognitive skills. 

Language, and later reading experience, are two of the largest contributors to brain plasticity in the developing brain.  This is also a large contributor to the way we build our cognitive skills as well as our brain’s reward systems that contribute to our communication patterns. The most interesting part for me, if I’m a teacher, isn’t that I have to simplify my language use to reach students in my class, which is true for every teacher that works with first graders – they don’t talk like a 30-year-old, they talk in a way that uses simpler language structures.  Teachers present and provide language to students as a means of reinforcement and social support within the classroom.  For many impoverished students language was used more often to communicate negation, disapproval or punishment.

The data from the Hart and Risley study was that the average child from a professional family hears six times the number of encouragements for using language for every one discouragement or prohibition. This is critical. If there’s one thing, it’s this idea about using language to encourage vs. discourage further interaction and language use by the student. Saying “no,” saying “be quiet,” saying “knock it off,” those are ways to discourage and we want to use them for very important things as parents – don’t kick, don’t bite, don’t throw.

But when a child asks a question like, "What do I use this for?", professional families are using words of encouragement. "What would we use that for? Why do you want that?" Asking the child things that encourage more talking. Whereas in the middle class families, it’s two encouragements to every one discouragement. In families in economic distress (e.g., receiving welfare), we have almost a one encouragement to every two discouragements ratio. You really have to say to people, think about that for a moment. For that child, language is a way to be punished twice as often as it is to receive positive reinforcement or praise.

It’s not just that there’s a 30-million-word difference between us, but that I had language used twice as often to put me down, to make me feel like less, to make me not want to talk to you, and now I’m going to enter a classroom where the teacher primarily uses language as a way for communication, for grading me, for teaching me.

Then this child comes into a classroom and you think to yourself as a teacher, I know, I’m going to work with this child more, I’m going to ask them to wait a few minutes after class. I want to talk to them. Well that’s like saying, come up here I want to talk to you, and the child averts their gaze, drops their head, maybe shrugs their shoulder, walks up and is completely trying to avoid the oncoming punishment because that’s what talking is to them.

The numbers, if we estimate the frequency over years, are quite significant.  Students received 57,000 – 60,000 discouragements before they came to school, delivered by language. So by 60,000 times, my experience is that talking is not a good experience. 

SL: Are there studies about how much encouragement is required after school starts to counteract this?

SM: Yes. Using language – establishing a safe communication zone, which is what so many great teachers do – has that child eventually saying, "Wow, when I come to this classroom I love it here. I get to talk, to share my ideas, and nobody puts me down."  We learn to disagree in respectful ways.  Many teachers are already sensitive to this and their classrooms reflect a positive language environment.

Many, many teachers will say, "That explains why these kids always seek me out two or three years later to talk to me." They don’t have a lot of other adults in their life where language is used in a positive way. How do they explore the world in a way that they might get a reward or somebody might say to them, "Well, tell me more about that, why do you want to do that?" Who’s going to explore that with them? They go find that first, second, or third grade teacher and they want to hang out after school because they’re looking for that great, positive feeling. Why? Because they may not have it in other places in their world. The challenge is, how does language as the means and the media for safe communication become school-wide vs. teacher specific?

It’s extra work for the teacher to say to the other students in the class, "There’s no bad idea, there’s no bad conversation, nobody in here asks a bad question" – and we all know the teachers that say that. But they also have to enforce it. They have to make sure that kids don’t make fun of other kids.

I’m sure you’re aware from speakers that talk about the emotional elements of not being a good reader that reading out loud for them is a horror in their life. They’ll do anything not to expose that they’re not doing that well in the classroom. It’s a really big task for a teacher. Many teachers look at the Hart and Risley data and think about the 30-million-word gap, but I have to point their attention to the fact that the thing that they’re so gifted at – the tool that they love, which is language – is not really the tool of kindness for most of these kids and establishing that is probably the hardest task that they have.

SL: What are some possible solutions? How can the gap be reduced in early childhood and beyond? And whose job is it?

SM: Whose job is it? It’s going to be everybody’s job because it really is about creating more language tolerance and good language models for kids. However, I don’t think we’re going to mathematically catch them up by trying to find a way to sneak in the three years they’re missing, so to speak. I think the real solution – and I’m biased here – is that this is an area where technology can help.

This is an area where technology can give you experience with language, let you manipulate language, play it back for you in a safe, positive environment. In developing software, we want to have a six affirmation per one discouragement ratio. We want kids to be right the vast majority of the time. We want to make the content adaptive and we want the technology to interact in language with that child as much as that student can gobble up and tolerate. With products like Reading Assistant and Fast ForWord, we had an internal obsession with trying to get more word experiences – and the right word experiences – to kids per unit time than a lot of other software developers.

I also remind people that even in their own work environments – and often school districts will laugh when I tell them – with caller ID you can see that affirmation phone call versus that discouragement phone call coming in. How often do you answer the discouragement line? You let it go to voice mail, right?  And you say, "I’ll take care of that later." That should help them understand that for these kids, that is their exposure before they come to school. Twice as many discouragements for an encouragement in a lower volume environment. And then I say to people, "How many of you have a work environment where you’re encouraging to your colleagues two to six times more often than you’re discouraging?" And it’s the same brain mechanisms.

This really isn’t about genetics or about poverty in the formal sense. This is about a covariant element with poverty. For example, if I’m not making an income that allows me to sustain myself, I might have two or three jobs. I’m probably physically exhausted. I’m not eating right. I’m not sleeping right. These are all normal things that we expect people to do when they’re not generating adequate income to support their family. Do we really become reflective? Do we really ask those W, H questions [who, what, when, where, why, how] when somebody asks us? We’re going to be short and abrupt. We’re going to just make a determination and say, "Did you do something wrong today?" We deal with those basic safety issues and the language encouragement isn’t there.

I’m very encouraged by the research that Craig Ramey at Virginia Tech and others have done where they’ve shown that just educating young moms – even young pregnant moms – about what it means to communicate with their child results in an increase in vocabulary development for the mom, and in vocabulary development for their baby. And when they’ve actually taken brain scans of the babies, these babies when they’re older look more like babies from another income level. They didn’t change the income of the family. They just basically said, "This is how important language is." You want your baby to develop as much as they possibly can, and this is what language can do.

SL: Who should educate the pregnant mother? Should the doctor play a role?

SM: Great questions and we don’t have all the answers. If you remember, a couple of years ago in Georgia they used to give new moms a little pack of information from the governor. So people have taken the research, including the Hart and Risley data, and they have tried to make an impact. And the research from Craig and Sharon Ramey and their colleagues have shown that effective early childhood intervention studies can change the learning and economic outcomes for at-risk populations.  In some communities, the best conduit for educating the community will be a combination of the school district as well as talking to the pastors and the ministers who are going to be talking to their congregations.

We forget that some of the most effective social programs are the ones that support daycare for children. Again, not because we think moms and dads don’t know the language or don’t know the words. It’s really about the idea of providing a fun and supportive opportunity for communication using the best language you have.

You don’t have to know a lot of English. You can speak in whatever language you want to speak.  It’s about developing those cognitive skills. The more we talk, the longer the memory span becomes. The more we talk, the better our attention gets. So we have better memory, better attentional skills, and better processing skills with language. These are the skills, if you’re not practicing them, which are not so good when you show up at school. A teacher who has to work with 20+ students in kindergarten and first grade doesn’t always have an opportunity to go over and spend more time with the kids who, to be honest, are a year or more behind when they start.

SL: What’s the most important takeaway from the Hart and Risley study in your view?

SM: The most important thing is that this gap exists when kids show up at school. Number two is that, from a practical standpoint, we’re not going to fix it by supplementing education trying to recreate the missing vocabulary development. In other words, if the 30 million words equates to x number of hours of experience, we’re not going to catch the kids up because the higher oral language students won’t slow down. That’s what those rates of learning actually mean. Those kids that are ahead aren’t just ahead. They run faster in vocabulary and reading development.

SL: Are you saying that the achievement gap can’t be bridged?

SM: It can be bridged but you have to be more clever about how you’re going to present the information. Again, in my opinion, you’ve got to look at technology.  The kids aren’t just 30 million words behind. The rate at which they acquire and use words is also behind. So you have to look hard for ways to make them faster at acquiring vocabulary than normal. Otherwise they can’t catch up. The idea from Hart and Risley is there’s a hole in vocabulary development and usage, which has an impact on other cognitive and academic skills. But to fill that hole you have to be strategic.  You have to work harder and smarter.

SL: Do you think schools have absorbed that fact yet or are they still trying to solve the problem in the same way?

SM: They’re still trying to solve the problem in a very linear fashion. There are a lot of states that have recommendations. They’ll say, if the child is behind in reading, give them an extra 30 minutes a day. And there are two issues. First of all there’s an opportunity cost because something else is being pushed out of school. You’re already accepting lower performance in a different domain, so you’re going to read more at school if we just drop math or science, as an example. Something fell.

Number two is that you’re not changing the rate at which they acquire new information. So that 30 minutes is going to help – it’s better than nothing – but you’re probably not going to catch up under that model and that is why we have so few kids catch up. So again I’ll go back to my earlier statement: 92% of low-reading third-graders can be predicted in kindergarten. In the fall of kindergarten – 92% of them.  So are we only helping 8% or is that just error in our prediction?

What we’re doing is not a matter of effort. The incorrect answer is teachers need to work harder. The incorrect answer is districts need to work harder. The correct answer is we need to work smarter.

SL: Can you say more about how technology works smarter?

SM: Because we can create learning experiences, driven by the student, that exceed what can happen in a normal classroom or small group environment. In other words, think about five kids at different computers each receiving differentiated individualized instruction.

SL: It’s an individualized learning approach…

SM: …over a short duration that can work systematically on being faster learners, not just providing them with the experience. My comment about technology is really for public education systems.

The part that people misunderstand the most is that a lot of technology that’s presented in the first year to year-and-a-half of life actually predicts negative language growth, not positive, because you need those base skills. And so the best development for kids is really that interaction. You know after a year-and-a-half, two years of age, with adults, with other kids, then technology can play a role once they have those basic skills.

For parents, it’s not about putting a laptop in a crib and coming back two hours later. We want to make sure that people really understand that watching TV with your child and talking about what you’re watching, and letting them respond -- having that interaction the way you might use a book is exactly what you’re trying to do.

Further reading:

Meaningful Differences in the Everyday Experience of Young American Children (Hart and Risley)

The Social World of Children Learning to Talk (Hart and Risley)

The Read-Aloud Handbook (Jim Trelease)

Related reading:

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

Underachieving Students: Why They Struggle and How Educators Can Help


Unlocking Potential and Inspiring Outcomes – Register for Visionary Conference 2015 Today!

Tuesday, December 16, 2014 - 08:00
  • Carrie Gajowski

2015 Visionary Conference“The limits of my language means the limits of my world.” – Ludwig Wittgenstein

It’s that time again! Open your calendar and mark February 26-28 with the highlight event of the year – the 2015 Visionary Conference! This year’s conference theme is “Unlocking Potential and Inspiring Outcomes.” Are we talking about your clients’ potential and outcomes, or that of your business? Both! Attend the conference in person in Chandler, Arizona, or join in online as a virtual attendee. Either way, you won’t want to miss it.

Inspiring Minds Want You to Know

Scientific Learning co-founder Dr. Steve Miller returns to the Visionary Conference in 2015 after several years away, and attendees are in for a real treat. Dr. Miller’s keynote presentation, “A Neuroscience eLearning Revolution,” will look at e-learning and the brain through the lens of the latest neuroscience research. Come prepared to learn what neuroimaging and behavior research has to say about early neurolinguistic skills and future academic performance.

Dr. Paula Tallal, also a co-founder of Scientific Learning, will dive deep into the early years of language development with her keynote, “Early Precursors to Language Development: Implications for Literacy,” exploring the relationship between language and literacy.

Dr. Marty Burns will present the final keynote on the neuroscience of language differences and remediation from a Speech Language Pathologist perspective. Expect to hear all about the latest research and walk away invigorated and inspired to make a difference in the lives of your clients.

Learn It Today, Use It Tomorrow

Additional conference sessions will cover a wide range of topics, so whether you’re a newbie or a seasoned Fast ForWord veteran, there’s something new for you. Find out how to integrate Fast ForWord and Reading Assistant in your practice and maximize your results, get your product questions answered at our Ask-An Expert round table, and take a peek at what’s in store for Scientific Learning products in 2015!

ASHA CEUs will be available for a number of sessions, including Dr. Burns’ keynote.

Summer is Around the Corner

Attending the 2015 Visionary Conference is the perfect way to jump start your plans for the busy summer season. Build your confidence and competence or take your mastery to a higher level so you can inspire dramatic outcomes and unlock potential throughout the year!

Related reading:

Dyslexia – How Far We’ve Come!

5 Things Every Parent and Educator Should Know About Early Childhood Brain Development



5 Tips For Success from Your Fellow Educators

Tuesday, November 18, 2014 - 08:00
  • Hallie Smith, MA CCC-SLP

NCOL 2014On November 6 and 7, in Dallas, TX, customers from across the country – and even China – came together to share and learn from others the best tips for success with Fast ForWord and Reading Assistant. Here are 5 tips you can learn from them!

  1. Try a new way to motivate your students: “I got great ideas about motivating my students  - I didn’t know about the ‘beat the teacher’ intervention and am really excited to start using it with my students.”  Download the Beat the Teacher intervention in SciLEARNU.
  2. Include speech-language pathologists in your communications: “I realized I should be sharing a lot more information not only with our special ed teachers, but also with our speech language pathologists. I’m going to start including them in my district-wide communications.”
  3. Make use of all progress reports: “Now I know which reports to ask for from coaches to show results with students – I would ask and not really get what I was looking for. Now I know about all the reports available and I’ll start asking for more detail so we can make our RTI program stronger.”
  4. Use the products at home and after school: “I learned how so many other schools and districts are using the products at home, before and after school. The flexibility will make a real difference for reaching more students at my school.”
  5. Choose the right coach – it makes ALL the difference.  “I have a new understanding of the power and value of having the right coaches working directly with students. I am going to get more involved in choosing coaches from here on out.”

And beyond all that was learned, here’s what else people had to say:

“This is the best conference that you all have had. I really loved this year’s keynote speakers, the Murray County educators. I learned a lot from their session and from talking with them during breaktime.”

“It was great to connect with others who are having the same challenges as I am having – I got some great tips on how to gain support from parents and other teachers.“

“The breakouts were great – they allowed us to ask questions and were more collaborative than if everyone were in the same sessions at the same time. Helped me to learn more.”

“This has been great!”

We loved seeing you all there and came back with some great suggestions for ways we can help you more. One big takeaway? You need a video that helps tell the powerful Fast ForWord/Reading Assistant story to your parents, teachers and students!   Keep your eyes on your inbox in early 2015; we’ll be delivering just what you need to help share these powerful tools.

Related reading:

Meet the 1st Queen of Literacy, Dr. Linda Nash!

Congratulations to the 2014 Champions of Literacy!



Congratulations to the 2014 Champions of Literacy!

Monday, September 29, 2014 - 18:45
  • Hallie Smith, MA CCC-SLP

Scientific Learning is pleased to announce a select group of educators nominated for this year’s Champions of Literacy award. We recognize these educators, selected from across the U.S., for their commitment on behalf of students, parents, and colleagues.

In honor of their hard work and dedication, every Champion will receive complimentary registration to our 2014 National Circle of Learning Conference, November 6th and 7th in Dallas, TX.

We are also holding an online contest to elect the first King or Queen of Literacy. The Champion who receives the most votes will win an all-expense paid trip to the conference. Vote now and help us crown our King or Queen!

Lenny Armato, Special Education Supervisor, St. Mary Parish, Centerville, LA

Mr. Armato is an inspiring manager of the Scientific Learning products for St. Mary Parish. He has selected and retained the best Fast ForWord coaches available, rolled out iPad use for the Fast ForWord program, and launched new Reading Assistant implementations at the high school level for ACT score improvement.


Kathy Brown, Reading Coach, Highland View Elementary, Bristol, VA

Ms. Brown has been a tireless leader for the last 10 years, helping to improve state test scores with students receiving special education services. She is a strong advocate for her students' growth and has a steadfast vision for how Fast ForWord and Reading Assistant helps them. 


Shannon Gilfeather, Reading Teacher, Salk Middle School, Spokane, WA

Ms. Gilfeather shows an exceptional level of creativity, care, excitement, and enthusiasm for her students’ success, creating a fun and interactive Fast ForWord lab in the classroom that keeps the kids fully engaged. She treats them to contests that reward them for their hard work. Her students love her and appreciate all she does for them.


Teresa Gross, Reading Director/Coordinator, Palmyra Macedon Middle School, Palmyra, NY

Ms. Gross is incredibly dedicated to her students, and a pleasure to work with. She has been a huge advocate of the Fast ForWord and Reading Assistant programs within her district, ensuring that the Superintendent is involved and that the district participates in Scientific Learning research studies.


Cassandra Juba, Fast ForWord Coach, South River School District, South River, NJ

Ms. Juba is the coach that runs the Fast ForWord Lab at South River Elementary. She is an expert in the program and a role model for helping students succeed. One effective strategy she uses is her response to intervention flags. When Ms. Juba sees a flag, she scans her reports to see when that student will work on that exercise again and will sit with the student at the next session and “Y-jack in” to see how she can help.


Laura Lundy, Director of Curriculum & Instruction, Medford Area Public School District, Medford, WI

Ms. Lundy is proof that positive leadership at the district level can impact each and every student. She is especially passionate about reading, and has shared her enthusiasm for Fast ForWord with the building principals in her public school district, the private schools they serve, and even their virtual academy. Both of her daughters have also used the Fast ForWord program.


Linda Mahoney, Reading Specialist, Springfield School District, Springfield, PA

Ms. Mahoney has been part of her district’s Fast ForWord implementation for more than five years. She started out working with about 50 middle school students and soon found herself taking a leadership role in ensuring that all teachers were following the same approach to implementation to ensure student success. She has made participation a priority for all students who fall below grade level and are considered ‘at risk’ and has consistently used data to show significant growth among students using the program. Over the last couple of years, Ms. Mahoney has turned her attention to streamlining the transition for Fast ForWord students moving from elementary school into middle school. Her passion for her students and her dedication to the program have gained her the position of Fast ForWord Implementation Coach for the district, where she is committed to ensuring that her students get the maximum benefit possible from the program.


Nancy McGee, Language Arts Coordinator, Grand Prairie ISD, Grand Prairie, TX

Ms. McGee is a dynamic leader who cares very much about the success of her students. She oversees the Fast ForWord implementation at 24 schools in Grand Prairie ISD. She is diligent about monitoring data and is constantly working to improve her knowledge of the programs to ensure the most successful implementation possible at every school. Ms. McGee works with students at all grade levels and is constantly searching out innovative ways to reach and motivate every student. She visits all the schools regularly, asking, "What can I do better?" She is a true advocate for the principals, teachers, and students in her district.


Carole Meyer, Principal, Salk Middle School, Spokane, WA

Ms. Meyer’s determination to bring Fast ForWord to her school is impressive. She pursued the program for more than five years before she was finally given the green light to pilot it. She hired a new teacher (Shannon Gilfeather – also a nominee) to head up the program and did whatever was needed to ensure the program’s success. Ms. Meyer has hosted other principals, her district’s new SPED Director, and customers from around the region, providing them with a firsthand look at her school’s lab and success. She and Ms. Gilfeather are constantly promoting Fast ForWord across their district and beyond.


Linda Nash, Supervisor Federal Programs/Grants, Putnam County School System, Cookeville, TN

Dr. Nash is passionately dedicated to expanding the use of the Fast ForWord program in her community, district, and neighboring schools. She is always happy to talk with educators from other schools to answer their questions. She is a positive leader who clearly loves helping students succeed. 


Bobby Simma, Principal, Perkins-Tyron Elementary School, Perkins, OK

Mr. Simma rolled out his school’s Fast ForWord implementation in 2013 with just 10 licenses, and has since gathered enough funding to increase that number to 60. He and his staff share a strong belief in the Fast ForWord program and work hard to ensure their students are realizing their maximum potential. Mr. Simma’s students have seen significant gains, with a majority of those tested demonstrating an average one-year, four-month reading level gain in just 63 total days of product use. Mr. Simma represents dedication to student achievement and his results demonstrate his commitment.


Pam Smith, Principal, Highland View Elementary, Bristol, VA

Ms. Smith has carried the torch for engaging students in reading to learn as well as learning to read. As middle school AP, she oversaw great success with some real strugglers. After one year, she led the charge in reducing the rate of retention by 10% across the board.


Congratulations to all!


Right vs. Left Brained + Autism, APD, ADHD Neuroscience and More

Tuesday, February 4, 2014 (All day)
  • Carrie Gajowski

Visionary Conference 2014

Are some of us “left-brained” and some “right-brained”? Dr. Paula Tallal will be presenting in person (and online via webinar) on this exact topic during our upcoming annual  Visionary Conferencein her session “Hemispheric Dominance: Myth or Reality?”   The conference offers ASHA CEUs and will be 2 days of the most up to date information on the brain, the Fast ForWord/Reading Assistant programs and what’s coming down the line (did someone say iPad®?).  You won’t want to miss this event – best of all, it’s both online and in-person.

New Brain Research

In addition to Dr. Tallal’s presentation, we are fortunate to have Dr. Martha Burns on board with us sharing the latest research on the brain and learning. Dr.  Burns will kick off the conference on Friday morning with a professional development session that will focus on the latest findings related to disconnection patterns associated with communicative-cognitive disorders of CAS (childrens apraxia of speech), APD (auditory processing disorders), ASD (autism spectrum disorders), and dyslexia – as well as the genetics of neuropathology, cognitive challenges after concussion, and evidence-based interventions. To start us off on Day 2 on Saturday, Dr. Tallal will weigh in on the half-century old debate about brain hemisphere dominance with new evidence.  If you have ever seen Drs. Burns and Tallal present, you know that these sessions are not to be missed!  

What’s Happening with Fast ForWord in Australia? Singapore? Brazil?

We are excited to announce that some of our international partners will be joining on Friday, February 21 st, to participate in a discussion panel.  We will have a combination of newer and long-time providers who all share the same enthusiasm about providing the programs in their respective countries with their own unique models.  If you ever wondered how our programs are implemented in other countries, this session is for you.  Countries to be represented are Australia, Singapore and Brazil.  

Evaluation Before and After?

Three of our clinicians based here in the United States will share and discuss best practices in their evaluation protocol for use of and placement in the Fast ForWord and Reading Assistant Intervention Programs.  We will hear from Dana Merritt with Merritt Speech and Language and from  Julie DeAngelis and Summer Peterson with Scottish Rite Language Center.

Product Training & News

Additional sessions will address interpretation of MySciLEARN learner progress data, integration of other commercially available programs with Fast ForWord intervention, what’s on the horizon for the Fast ForWord and Reading Assistant products (exciting developments!),  and much more.    

Be There or… Join us Virtually! 

If you’ve been to an onsite Visionary Conference with us before, then you know how energizing the event is going to be.  As in past years, we are offering a virtual option if you can’t be with us in person.  For 2 full days, we will be broadcasting the conference live.  It will feel like you are there with us!  Virtual attendees will receive copies of the presentations and ASHA Participant forms before the start of the conference.  Enjoy the conference from the comfort of your own home!

ASHA CEUs offered – whether you are on-site or virtual…

We are planning to offer up to 1.4 ASHA CEUs for the entire conference – whether you are onsite with us or virtual (pending ASHA review).  We can also offer partial credit if you can’t attend the entire conference.   Contact Carrie Gajowski at  cgajowski@scilearn.com if you have any questions.

If you’ve never been, don’t miss out – it’s the highlight of the year! 

Related reading:

Left vs. Right: What Your Brain Hemispheres Are Really Up To

What New Brain Wave Research Tells Us About Language-Based Learning Disabilities


5 Trends in Education for 2014

Tuesday, January 7, 2014 (All day)
  • Norene Wiesen

education trends 2014 A brand new year certainly has a way of getting us thinking about the future. The holidays are behind us, the first term of the school year has wrapped up or soon will, and New Year’s resolutions beg for action. It’s a natural time to look forward.

So why not get out our crystal ball once again and look into the future of education? What trends are predicted for 2014?

  1. Explicit Instruction in How to Listen
  2. The inclusion of listening standards in the Common Core heralds a new focus on listening instruction in the classroom. The Common Core raises up listening as a literacy skill, giving it equal weight to the more traditionally emphasized reading, writing, and speaking.

    In 2014, teachers will spend more time demonstrating what listening “looks like;” explaining what students should be doing with their eyes, ears, and bodies while listening; directing learners to notice when they haven’t been listening; and measuring how well learners apply what they’ve been taught.

  1. Evolution of the Teacher-Student Relationship
  2. Teachers may have more knowledge in their memory banks, but the Internet has given learners equal access to information. That simple fact continues to drive classrooms away from the information hierarchy model that places teachers at the top and toward a more equal learning community model. It’s a 21 stcentury model that regards learners and teachers as partners in education, with students creating and collaborating and teachers supporting, directing, and coaching student efforts.
  1. Increased Responsibility for Students
  2. As teachers shift to a supporting role in the classroom, they will be transferring more responsibility to students for their own learning. Increasing technology integration and personalized learning will drive students to be more self-directed and self-disciplined. This trend has the potential to accelerate learning and produce more college-ready high school grads if balanced by frequent and effective coaching from teachers.
  1. A Move Toward Project-Based Learning
  2. More schools are shifting toward project-based learning as a way of increasing engagement and creativity in the classroom. It’s not a matter of simply marking the end of a lesson or unit by making a book or a diorama; instead, project-based learning engages students in meaningful, long-term projects that are themselves the learning experience.

    Fourth-grade students might conceive, coordinate, and run their own semester-long weekly farmer’s market. They then learn as they go – how to market their goods, how to anticipate what will sell, how to total a purchase and make change, and what it feels like to accomplish all that and contribute the cash earned back to their classroom or school.

  1. K-12 Will Get Serious About Coding
  2. The voices calling for coding instruction in K-12 are starting to gain traction. Teaching code is considered by some to be equivalent to teaching a traditional foreign language—except more relevant to today’s learner who will have to be tech-savvy to compete for future jobs. Look for courses on “game design,” which sound cool and have the potential to attract students to STEM who might not think of themselves as being “the tech type.”


Davis, M.R., (2013, June 11), Computer Coding Lessons Expanding for K-12 Students. Education Week, Retrieved December 5, 2013, from http://www.edweek.org/dd/articles/2013/06/12/03game-coding.h06.html

Fairbanks, A.M., (2013, May 20). Digital Trends Shifting the Role of Teachers. Education Week, Retrieved December 5, 2013, from http://www.edweek.org/ew/articles/2013/05/22/32el-changingrole.h32.html

Lynch, M. (2013, November 22). Future Trends in K-12 Classroom Management and Discipline. Education Week, Retrieved December 5, 2013, from http://blogs.edweek.org/edweek/education_futures/2013/11/future_trends_in_k-12_classroom_management_and_discipline.html

Murphy, A.P. (2013, October 29). Ready to Learn? The Key Is Listening With Intention Annie. MindShift, Retrieved December 5, 2013, from http://blogs.kqed.org/mindshift/2013/10/ready-to-learn-the-key-is-listening-with-intention/

Schwartz, K., (2013, January 2). What Project-Based Learning Is — and What It Isn’t. MindShift, Retrieved December 9, 2013, from http://blogs.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/

 Schwartz, K., (2013, October 14). Five Research-Driven Education Trends At Work in Classrooms. MindShift, Retrieved December 5, 2013, from http://blogs.kqed.org/mindshift/2013/10/five-research-driven-education-trends-at-work-in-classrooms/

Vangelova, L. (2013, November 13). Subverting the System: Student and Teacher as Equals. MindShift, Retrieved December 5, 2013, from http://blogs.kqed.org/mindshift/2013/11/subverting-the-system-student-and-teacher-as-equals/

Related reading:

21st Century Learning: Preparing Students Today

Why Auditory Processing Disorders (APD) are Hard to Spot



The Neglected (But Necessary) Goal of Your Reading Program

Tuesday, October 22, 2013 (All day)
  • Norene Wiesen

goal of your reading program If you’ve been following Dr. Timothy Rasinski’s webinars and posts on this blog, then you know how passionate he is about reading fluency. In September, more than 2000 educators signed up to hear Dr. Rasinski speak about the importance of fluency instruction.

What fluency is really about, Rasinski explained, is automaticity in word recognition and reading with appropriate expression. There are many kids at the middle school level and higher—and even adults—Rasinski said, who come across as robotic readers and could benefit from greater fluency.

Dr. Rasinski entertained many questions along the way in his most recent webinar, such as:

  • What are the building blocks of fluency?
  • How much time should be spent on fluency instruction?
  • How does word recognition instruction affect fluency?
  • How effective is reader’s theater as a fluency activity?
  • When should students be reading above their instructional level?

A recording of the complete webinar, including audience questions and answers, is now available. Anyone who works with beginning or struggling readers, or who wishes to improve their own reading fluency, can benefit from Rasinski’s insights.

In just a few short weeks, Dr. Rasinski will return to give a follow-up presentation continuing the fluency conversation. The next presentation will focus on methods for effective reading practice. Check our  webinar registration page for details, or follow us on  Twitter or  Facebook for webinar announcements

Related reading:

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

Reading and Riding: How Learning to Read is Like Learning to Ride a Bike



Reading Fluency Infographic: Countdown to Comprehension

Tuesday, October 1, 2013 (All day)
  • Carrie Gajowski

Reading Fluency: Launching the Way to Comprehension [Infographic]
See the original infographic at http://www.readingassistant.com.

Related reading:

Why We Can’t Neglect Reading Fluency – A Personal Journey

The Essential Nature of Developing Oral Reading Fluency





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