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30+ years of neuroscience research
More than 300 research studies have been conducted using Scientific Learning software. These studies demonstrate the effectiveness of the Fast ForWord software, which incorporates brain fitness exercises to improve reading skills, including the Reading Assistant Plus software that targets fluency. They show the impact of the product on diverse populations and in a variety of settings. Across all the studies, data from more than 100,000 students at 1,000 schools have been analyzed.
Featured Research
Fast ForWord is the only reading intervention backed by 30+ years of neuroscience research that has been and continues to be published in peer-reviewed journals.
- Iowa and Nevada Departments of Education (2017). Departments of Education Name Fast ForWord Top Intervention.
- Rogowsky, B. (2010). The Impact of Fast ForWord® on Sixth Grade Students’ Use of Standard Edited American English. Doctor of Education dissertation, Wilkes University.
- Russo, N.M., Hornickel, H., Nicol, T., Zecker, S., Kraus, N. (2010) Biological changes in auditory function following training in children with autism spectrum disorders. Behavioral and Brain Functions 6(60), 1-8.
- 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.
- Temple, E., Deutsch, G. K., Poldrack, R. A., Miller, S.L., Tallal, P., Merzenich, M. M., & Gabrieli, J. D. E. (2003). Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI. Proceedings of the National Academy of Sciences, 100(5), 2860-2865.
- Ylinen, S. & Kujala, T. (2015). Neuroscience illuminating the influence of auditory or phonological intervention on language-related deficits. Frontiers in Psychology, 6.
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Foundational Research
The Scientific Learning suite of programs implements neuroscience-based learning principles derived from decades of scientific research.
- Ahissar, M. (2001). Perceptual training: A tool for both modifying the brain and exploring it. Proceedings of the National Academy of Sciences U S A, 98(21), 11842-3.
- Ahissar, M., Protopapas, A., Reid, M., & Merzenich, M.M. (2000). Auditory processing parallels reading abilities in adults. Proceedings of the National Academy of Sciences, 97, 6832-6837.
- Alexander, D. W., & Frost, B. P. (1982). Decelerated synthesized speech as a means of shaping speed of auditory processing of children with delayed language. Perceptual & Motor Skills, 55(3, Pt 1), 783-792.
- Bao, S., Chan, V.T., Zhang, L. I., & Merzenich, M. M.(2003). Suppression of cortical representation through backward conditioning. Proceedings of the National Academy of Sciences U S, 100(3), 1405-8.
- Bao, S., Chang, E. F., Davis, J. D., Gobeske, K. T., & Merzenich, M. M. (2003). Progressive degradation and subsequent refinement of acoustic representations in the adult auditory cortex. Journal of Neuroscience, 23(34), 10765-75.
- Beitel, R.E., Schreiner, C. E., Cheung, S. W., Wang, X., & Merzenich, M. M. (2003). Reward-dependent plasticity in the primary auditory cortex of adult monkeys trained to discriminate temporally modulated signals. Proceedings of the National Academy of Sciences U S A, 100(19), 11070-5.
- Benasich, A. A., & Tallal, P. (1996). Auditory temporal processing thresholds, habituation, and recognition memory over the 1st year. Infant Behavior & Development, 19(3), 339-357.
- Benasich, A. A., & Tallal, P. (2002). Infant discrimination of rapid auditory cues predicts later language impairment. Behavior and Brain Research, 136(1), 31-49.
- Benasich, A. A., Curtiss, S., & Tallal, P. (1993). Language, learning, and behavioral disturbances in childhood: A longitudinal perspective. Journal of the American Academy of Child & Adolescent Psychiatry, 32(3), 585-594.
- Bishop, D. V. M., Bishop, S. J., Bright, P., James, C., Delaney, T., & Tallal, P. (1999). Different origin of auditory and phonological processing problems in children with language impairment: Evidence from a twin study. Journal of Speech, Language, & Hearing Research, 42(1), 155-168.
- Blake, D. T., & Merzenich, M. M. (2002). Changes of AI receptive fields with sound density.Journal of Neurophysiology, 88(6), 3409-20.
- Blake, D. T., Strata, F., Churchland, A. K., & Merzenich, M. M. (2002). Neural correlates of instrumental learning in primary auditory cortex. Proceedings of the National Academy of Sciences U S A, 99(15), 10114-9.
- Boets, B., Vandermosten, M., Poelmans, H., Luts, H., Wouters, J., & Ghesquiere, P. (2011). Preschool impairments in auditory processing and speech perception uniquely predict future reading problems. Research in Developmental Disabilities 32: 560-570.
- Burns, M. (2003). Fast ForWord Products Open a Child’s Window to Language. Autism Asperger’s Digest. April-March, 2003. (Condensed version available here.)
- Burns, M. S. (1999). Access to reading: The language to literacy link. Paper presented at the Learning Disabilities Association Conference.
- Burns, M. S. Incorporating Fast ForWord Reading into a speech and language practice (pp. 1-3). Scientific Learning Corporation.
- Chang, E. F., & Merzenich, M. M. (2003). Environmental noise retards auditory cortical development. Science, 300(5618), 498-502.
- De Martino, S., Espesser, R., Rey, V., & Habib, M. (2001). The “temporal processing deficit” hypothesis in dyslexia: New experimental evidence. Brain & Cognition, 46(1-2), 104-108.
- Denenberg, V. H. (1999). A critique of Mody, Studdert-Kennedy, and Brady’s “Speech perception deficits in poor readers: Auditory processing or phonological coding?”. Journal of Learning Disabilities, 32(5), 379-383.
- Eimas, P. D., Miller, J. L., & Jusczyk, P. W. (1987). On infant speech perception and the acquisition of language. In S. Harnad (Ed.), Categorical perception: The groundwork of cognition. (pp. 161-195). New York: Cambridge University Press.
- Elliott, L. L., & Hammer, M. A. (1988). Longitudinal changes in auditory discrimination in normal children and children with language-learning problems. Journal of Speech & Hearing Disorders, 53(4), 467-474.
- Farmer, M. E., & Klein, R. (1993). Auditory and visual temporal processing in dyslexic and normal readers. In P. Tallal, A. M. Galaburda, R. R. Llinás, & C. von Euler.(Eds.), Temporal information processing in the nervous system: Special reference to dyslexia and dysphasia(pp. 339-341). New York: The New York Academy of Sciences.
- Fellbaum, C., Miller, S., Curtiss, S., & Tallal, P. (1995). An auditory processing deficit as a possible source of SLI. In D. McLaughlin & S. McEwen (Eds.), Proceedings of the 20th annual Boston University conference on language development (pp. 204-215). Somerville, MA: Cascadilla Press.
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- Fiez, J. A., Raichle, M. E., Miezin, J. D. E., Petersen, S. E., Tallal, P., & Katz, W. F. (1996). PET studies of auditory and phonological processing: Effects of stimulus characteristics and task demands. Journal of Cognitive Neuroscience, 7(3), 357-375.
- Flax, J.F., Realpe-Bonilla, T., Hirsch, L., Brzustowicz, L.M., Bartlett, C.W., & Tallal, P. (2003). Specific language impairment in families: Evidence for co-occurrence with reading impairments. Journal of Speech, Language and Hearing Research, 46, 530-543.
- Frumkin, B., & Rapin, I. (1980). Perception of vowels and consonant-vowels of varying duration in language impaired children. Neuropsychologia, 18(4-sup-5), 443-454.
- Garabedian, C. E., Jones, S. R., Merzenich, M. M., Dale, A., & Moore, C. I. (2003). Band-pass response properties of rat SI neurons. Journal of Neurophysiology, 90(3), 1379-91.
- Gillam, R. B. (1999). Treatment for temporal processing deficits: Computer-assisted language intervention using Fast ForWord(R): Theoretical and empirical considerations for clinical decision-making. Language, Speech, & Hearing Services in Schools. 30(4), 363-370.
- Habib, M. (2000). The neurological basis of developmental dyslexia: An overview and working hypothesis. Brain, 123(12), 2373-2399.
- Habib, M., Espesser, R., Rey, V., Giraud, K., Bruas, P., & Gres, C. (1999). Training dyslexics with acoustically modified speech: Evidence of improved phonological performance. Brain & Cognition, 40(1), 143-146.
- Habib, M., Rey, V., Daffaure, V., Camps, R., Espesser, R., Joly-Pottuz, B., & Demonet, J.-F. (2002). Phonological training in children with dyslexia using temporally modified speech: A three-step pilot investigation. International Journal of Language & Communication Disorders, 37(3), 289-308.
- Hari, R., & Kiesila, P. (1996). Deficit of temporal auditory processing in dyslexic adults.Neuroscience Letters, 205(2), 138-40.
- Hickmott, P. W. & Merzenich, M. M. (2002). Local circuit properties underlying cortical reorganization. Journal of Neurophysiology, 88(3), 1288-301.
- Houde, J. F., Nagarajan, S. S., Sekihara, K., & Merzenich, M. M. (2002). Modulation of the auditory cortex during speech: An MEG study. Journal of Cognitive Neuroscience, 14(8), 1125-38.
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- Liu, R.C., Miller, K. D., Merzenich, M. M., & Schreiner, C. E. (2003). Acoustic variability and distinguishability among mouse ultrasound vocalizations. Journal of the Acoustic Society of America, 114(6 Pt 1), 3412-22.
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- McKenzie, A. L., Nagarajan, S. S., Roberts, T. P., Merzenich, M. M., & Byl, N. N. (2003). Somatosensory representation of the digits and clinical performance in patients with focal hand dystonia. American Journal of Physical Medicine and Rehabilitation, 82(10), 737-49.
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- Nagarajan, S. S., Cheung, S. W., Bedenbaugh, P., Beitel, R. E., Schreiner, C. E., & Merzenich, M. M. (2002). Representation of spectral and temporal envelope of twitter vocalizations in common marmoset primary auditory cortex. Journal of Neurophysiology, 87(4), 1723-37.
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- Poldrack, R. A., Temple, E., Protopapas, A., Nagarajan, S., Tallal, P., Merzenich, M., & Gabrieli, J. D. (2001). Relations between the neural bases of dynamic auditory processing and phonological processing: Evidence from fMRI. Journal of Cognitive Neuroscience, 13(5), 687-97.
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- Rogowsky, Beth A. (2007). Does Fast ForWord Provide Implicit Grammar Instruction? MAPS for Learning: Research Reports, 11(1): 1-7.
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What is Fast ForWord?
Fast ForWord is an evidence-based, adaptive reading and language program that delivers 1-2 years gain in 40-60 hours of use for any struggling learner. Schools choose Fast ForWord because our unique brain-based approach targets the root causes of reading difficulty to deliver lasting results that make better readers and lifelong learners.
3000000
Students
Over 3,000,000 students have used Fast ForWord
15000
Schools
More than 15,000 schools have used Fast ForWord
250000
Educators
Fast ForWord has served more than 250,000 educators
Who is it for?
Different learner types and intervention levels have different needs. Fast ForWord offers a personalized and differentiated pathway for each learner to maximize achievement potential.
Dyslexia
Struggling Readers
English Language Learners
Special Education
Testimonials
Accredited Tutoring Services
Dianne VParent
Dylan DStudent
Mary JParent
Parent
We feel that Fast ForWord pressed the fast forward button on our children’s reading level!
Fast ForWord really helped me improve on my memory. For example, I failed my math tests two or three times, but after Fast ForWord, I got A’s and B’s. The nice teachers are always help me improve. I also like earning rewards by collecting stamps.
The Fast ForWord program is very innovative and has worked wonders for J.
K. has found success with Fast ForWord. She went up three levels in math in just a few months! She came back to take the Study Skills Program which she really enjoyed.