WWC review of this study

Improved reading skills by students who used Fast ForWord® to Reading Prep.

Scientific Learning Corporation. (2006). MAPS for Learning: Product Reports, 10(1), 1–6.

  • Randomized Controlled Trial
     examining 
    48
     Students
    , grade
    K
No statistically significant positive
findings
Meets WWC standards without reservations

Reviewed: March 2013

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

Woodcock-Johnson (WJ): Letter-Word Identification subtest

Fast ForWord® vs. business as usual

Posttest

Kindergarten;
48 students

109.6

105.1

No

 
 
19
More Outcomes

Reading Edge: Initial Sound Discrimination subtest

Fast ForWord® vs. business as usual

Posttest

Kindergarten;
43 students

29.4

23.4

No

 
 
15

Reading Edge: Non-Word Recognition subtest

Fast ForWord® vs. business as usual

Posttest

Kindergarten;
41 students

15.4

12.5

No

--

Test of Phonological Awareness (TOPA)

Fast ForWord® vs. business as usual

Posttest

Kindergarten;
48 students

106

105

No

--

Reading Edge: Initial Sound Knowledge subtest

Fast ForWord® vs. business as usual

Posttest

Kindergarten;
43 students

61.5

58.8

No

--

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest

Fast ForWord® vs. business as usual

Posttest

Kindergarten;
48 students

26.1

28

No

--

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Initial Sound Fluency subtest

Fast ForWord® vs. business as usual

Posttest

Kindergarten;
48 students

14.6

19.8

No

-22
 
 

Characteristics of study sample as reported by study author.


  • 2% English language learners

  • Suburban

Setting

The study took place in a suburban elementary school.

Study sample

During the fall of the 2005–06 school year, 48 low-performing kindergarten students participated in the study. Using random assignment, 25 students were assigned to the Fast For- Word® group and 23 students to a comparison group. A total of seven students in the study were receiving other services: four in the intervention group (one for speech, two for special education, and one was an English language learner) and three in the comparison group (two for speech and one for special education).

Intervention Group

All students in the Fast ForWord® group used the Fast ForWord® to Reading Prep product. The Fast ForWord® to Reading Prep protocol called for students to use the product for 30 minutes a day, 5 days a week, for 12–16 weeks. Intervention group students were pulled out of their classroom at the beginning of the day to receive the instruction in the intervention.

Comparison Group

Students in the comparison group took part in the regular school curriculum, which included oral language and group activities.

Outcome descriptions

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Initial Sound Fluency and Letter Naming Fluency subtests and the Woodcock-Johnson (WJ) Letter-Word Identification subtest were administered as pretests in mid-September and as posttests in mid-December. The Test of Phonological Awareness (TOPA) and Reading Edge (Initial Sound Discrimination, Initial Sound Knowledge, and Non-Word Recognition subtests) were also administered as posttests in mid-December. Findings on the TOPA and Reading Edge tests were not included in the original study but were provided directly to the WWC by the study authors. For a more detailed description of these outcome measures, see Appendix B.

Support for implementation

The intervention teachers were given background information on how phonemic awareness and the acoustic properties of speech can impact development of language and reading skills. They were then trained to implement the program, including approaches for using Progress Tracker, the program’s reporting system, to monitor student performance. Teachers were also trained to assess potential participants for the study and to assess student outcomes.

Reviewed: August 2010

Study sample characteristics were not reported.
 

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