How do you determine which reading interventions are truly research and evidence-based?
Checking their citations is a good place to start. But it’s also good to understand where they came from.
Fast ForWord was developed in a university lab by renowned neuroscientists and is the most independently researched and reviewed intervention program on the market today. Some of our favorite independent research comes from Stanford and Harvard and shows actual physiological changes in the brain after struggling readers used Fast ForWord.
Think of it this way…
It’s faster to get where you want to go on a well-paved highway instead of potholed surface streets. The brains of struggling readers (when doing reading activities) are functioning with bumpy surface streets– the pathways and connections are there, but the route is less efficient and slower, as evidenced by the lighter, more diffuse activity. Proficient readers, on the other hand, have nicely paved neural networks (highways) when doing reading-like activities and their activation is concentrated, more intense, more efficient.
Independent researchers at Stanford1 and Harvard2 found that brains of struggling readers became more like those of typical readers after they used Fast ForWord. There was increased activation in brain areas critical for reading after struggling readers completed 8 weeks of Fast ForWord. See more results for Fast ForWord.
Fast ForWord is different for a reason.
Fast ForWord uses a unique 3-step approach to intervention that addresses the root causes of student learning difficulties directly, provides more personalized, intensive practice than other intervention programs, and delivers faster results that last a lifetime.
The program is proven effective for:
- Struggling readers
- English language learners
- Title 1 learners
- Students in RtI programs
- Students with learning disabilities
- Students receiving special education services
See more results by student population
1. Temple, E., Deutsch, G. K., Poldrack, R. A., Miller, S.L., Tallal, P., Merzenich, M. M., & Gabrieli, J. D. E. (2003).
2. Gaab, N., Gabrieli, J.D.E., Deutsch, G.K., Tallal, P., Temple, E. (2007).