Independent Research

Documented studies & articles on Fast ForWord

No other learning software has been as scrutinized as Fast ForWord -- 40,000 students in 250+ formal trials, 700 white papers, countless articles and reports. It has also been reviewed extensively in the media.

This unusually large body of Fast ForWord research has come from neuroscientists who love to test the work of peers, and from independent evaluations done by school districts. Nevada State compiled the most comprehensive recent study -- a two-year review of 24 reading programs, with Fast ForWord ranking first in overall gain.
Reasons to trust Fast ForWord results

Reported Near Term Gains

Fast ForWord providers worldwide report consistent average gains of 1 to 2 grades in reading and comprehension in 6-8 weeks, 1 to 3 grades of gain in 4-6 months. For a catalog of trials, articles and white papers, click this link:
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Reported Longer Term Gains

The longer term Fast ForWord research is even more compelling.

Some of the study results are stunning such as this longitudinal IQ chart from a school district in the Southeast. The momentum of the first year boost continues as other learning skills, previously held back, are able to develop now that Fast ForWord has resolved the learning glitch that was impeding progress.

Of course Fast ForWord does not change IQ, but it does boost confidence and improve language and reading skills resulting in better IQ test taking.

These long term gains are the main reason to consider our service.

Twelve Years of Scrutiny

The fact that Fast ForWord has not only survived twelve years of scrutiny, but that it is now growing faster than ever, is testament to its efficacy. Of the one million children that have completed Fast ForWord, more than 40,000 children have been formally tracked. Average documented gains are one to two grades in 2-3 months, an outcome confirmed by the Education Commission of the States.

One of the most respected school superintendents in the US, Paul Vallas, who is credited with turning around Philadelphia's troubled schools (now in New Orleans) considers Fast ForWord one of his secret weapons. Within three weeks of taking over in Philadelphia he decreed each school would use the Fast ForWord program.

Skeptics of Fast ForWord research worry that the empirical evidence may be biased since most of it is on the Scientific Learning web site. But these studies are put together by school administrators and often scrutinized by district boards -- these educators allow their names to be used and so must stand by the data produced. They have no motivation to report inaccurate results.

The Detractors

Two studies show up in Google that say "Fast ForWord: ineffective." Both studies are flawed.

1. Study #1. A Princeton Economics professor wanted to prove her thesis that computer reading programs in schools have not changed educational outcomes. Her Fast ForWord trial included students who did not complete the program, and others who had erratic compliance. This is like signing people up for a gym membership then concluding that because they didn't go and get fit, gyms serve no useful purpose!
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2. Study #2. This study done by Ron Gillam, a University of Texas professor, is similarly flawed, as Fast ForWord is an obstacle to his theories about auditory processing. His study ends up concluding that Fast ForWord works but only as well as (prohibitively expensive) one-on-one speech therapy.

Fast ForWord science is compelling. Unlike most computer programs for reading or learning that are automated versions of teacher instruction or based on observed exercises that seem to work -- trial and error -- the research behind Fast ForWord combines the cognitive research on how children learn (Paula Tallal) with neuroscience knowledge on how the brain adapts and learns (Dr. Merzenich) in a bottom up approach. This is the key to its integrity and longevity as a learning and reading intervention.

Gifted and Talented

The scientific principle of neuroplasticity suggests, and research trials confirm, that all children will benefit from certain kinds of mental exercise -- some aspect of brain function that can be made more fluent and automated, freeing up brain capacity for higher level comprehension and problem solving.

Scientific Learning is continuing to explore this impact on above grade level children, as is shown in this chart of results for a gifted 6th grade class in the South East. They are finding that these children are capable of material gains in short periods. While the reading aspects of the computer program have value, it seems that the cognitive skill development is also helpful.