WWC review of this study

Improved reading skills by students in the South Madison Community School Corporation who used Fast ForWord® products.

Scientific Learning Corporation. (2007b). MAPS for Learning: Educator Reports, 11(34), 1-7.

  • Quasi-Experimental Design
     examining 
    70
     Students
    , grades
    4-5
No statistically significant positive
findings
Meets WWC standards with reservations

Reviewed: August 2010

Comprehension outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP): Reading

Fast ForWord® vs. Business as usual

Posttest

Grades 4-5;
70 students

34.9

30.5

No

--
Literacy achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP): Language

Fast ForWord® vs. Business as usual

Posttest

Grades 4-5;
70 students

31.1

26.8

No

--

Characteristics of study sample as reported by study author.

    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    Indiana

Setting

This study took place in East Elementary and Maple Ridge Elementary in the South Madison Community School Corporation of Pendleton, Indiana.

Study sample

Two schools that used Fast ForWord® during the spring of 2007 selected students in grades 2 to 5 for the study based on their scores on the Measures of Academic Progress (MAP) assessment. To form a comparison group, school personnel individually matched—by grade level and fall and winter scores from the MAP Reading subtest—80 students in the Fast ForWord® group to 80 students not using Fast ForWord®. The study sample included 78 treatment and 78 comparison students. The analysis sample for this review included students in grades 4 and 5: 35 students in the Fast ForWord® group and 35 students in the comparison group.

Intervention Group

The intervention groups used Fast ForWord® Language and Fast ForWord® Language to Reading products. The South Madison Community School Corporation chose to use the 50-minute Fast ForWord® protocols, which called for students to use the product for 50 minutes a day, five days per week, for 6 to 10 weeks. The study reported students’ outcomes after three months of program implementation.

Comparison Group

The comparison group received the standard district reading curriculum.

Outcome descriptions

The outcomes on this study are students’ reading and language scores on the MAP assessment, which was administered both before and after the intervention was used for the study. For a more detailed description of this outcome measure, see Appendices A2.3–A2.4.

Support for implementation

Educators were trained in current and established neuroscience findings on how phonemic awareness and the acoustic properties of speech impact development of language and reading skills, information on the efficacy of the products, methods for assessing potential candidates for participation, the selection of appropriate measures for testing and evaluation, effective implementation techniques, approaches for using Progress Tracker reports to monitor student performance, and techniques for measuring the gains students have achieved after they have finished using Fast ForWord® products.

 

Your export should download shortly as a zip archive.

This download will include data files for study and findings review data and a data dictionary.

Connect With the WWC

loading
back to top