ELL and Special Needs
Scientific Learning's language and reading products have proven effective in a wide range of special needs applications as well as for use with English language learners (ELL).
If you have questions about the effectiveness of our programs, we will put in contact with our parents!
Independent researchers have found the Fast ForWord and Reading Assistant products effective for students with Dyslexia, ADD, some forms of autism, other delayed language and reading issues, as well as for students needing advanced reading and writing skills. Below is information on using our software with ELL and dyslexic students. Research with other special needs student populations is available. We would be glad to share this research with you. Call today 904 860 4247
Fast ForWord® and Reading Assistant® For Rapid Gains With ELL Students
79% of English language learners in Arizona improve one or more levels on the AZELLA
The Deer Valley Unified School District in Phoenix, Arizona, was interested in evaluating the impact of the Fast ForWord products on elementary school students who were learning English. During the 2008 – 2009 school year, a group of English language learners used the Fast ForWord products. In the fall and spring, students were assessed with the Arizona English Language Learner Assessment (AZELLA).
School personnel tested the students' English language skills at the beginning and end of the study with the Arizona English Language Learner Assessment (AZELLA).
School personnel administered the assessment.
At each school, educators were trained in:
Schedule of Use
Students used the 30-, 40-, and 50-Minute protocols which call for students to use the products for 30, 40, or 50 minutes a day, five days per week for six to sixteen weeks.
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 products, time permitting. On average students used the products for 54 days across a 3½ month period.
The Arizona English Language Learner Assessment (AZELLA) evaluates the skills of English language learners in four areas: listening, speaking, reading, writing and writing conventions. Students’ scores are reported in terms of scaled score and proficiency level.
Students with limited English proficiency were assessed with the AZELLA in the Fall and again in the Spring. 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 initially at Basic reached Proficient.
The results found in this study support other studies demonstrating that using the Fast ForWord products results in the strengthening of English language skills which better positions ELL students to partake in the classroom curriculum.
Dyslexia and Fast ForWord® Products
University Study Demonstrates Effectiveness of Fast ForWord® for students with developmental dyslexia.
Dyslexia Study at the Developmental Medicine Center at Children's Hospital Boston/Harvard Medical School (Quotes from study. Use link below for full article.)
A recently published brain-imaging study1 suggests that children with developmental dyslexia struggle with reading because their brains do not process fast-changing sounds properly. Moreover the study found that with the help of computerized sound training, the children with developmental dyslexia were able to literally rewire their brain. This resulted in more accurate sound processing and hence better language and reading.
A major problem for the estimated 5 to 17 percent of children with developmental dyslexia is that they often confuse letters and syllables when they read, which suggests that their internal association between letters and their corresponding sounds is weak. …
In this study, together with my colleagues Elise Temple (Dartmouth University) and John Gabrieli (MIT), we used functional magnetic resonance imaging (fMRI) to examine how the brains of 9- to 12-year-old children with developmental dyslexia, and typical readers responded to fast and slow changing sounds. The fMRI enabled us to observe brain activity in response to short sound intervals in which the acoustic properties changed either rapidly (over tenths of milliseconds – as in spoken words) or relatively slowly (hundreds of milliseconds). The sounds were not actual language, but resembled the vocal patterns found in speech. In addition to the brain imaging, standardized language and reading tests were administered both before and after using a neuroplasticity-based2training program called Fast ForWord Language, designed in part by Tallal, a co-author on the study. …
After the initial fMRI, the dyslexic children went through eight weeks of daily one-hour sessions (about 60 hours total) of the remediation program Fast ForWord Language (Scientific Learning Corporation, Oakland). This program involves no reading and uses both nonverbal sounds such as chirps and whistles as well as speech sounds in the form of syllables, words and sentences. Users must discriminate between paired sounds, syllables or words, such as choosing which sound rose or dropped in pitch or which picture represents the word they just heard, when presented with words that sound very much alike (such as big vs pig). The training exercises are individually adaptive to each mouse click the child makes. Each begins at an easy level, but then gradually increases in difficulty based on the child’s responses.
Short Videos about Fast ForWord program
This video describes the revolution in learning theory based on brain research