WWC review of this study

The impact of a computer-based training system on strengthening phonemic awareness and increasing reading ability level (Doctoral dissertation).

Slattery, C. A. (2003). Available from ProQuest Dissertations & Theses database. (UMI No. 3103754)

  • Randomized Controlled Trial
     examining 
    60
     Students
    , grades
    3-5
At least one statistically significant positive finding
Meets WWC standards without reservations

Reviewed: September 2016

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

Yopp-Singer Test of Phoneme Segmentation

Fast ForWord® vs. Business as usual

1 Year

Full sample;
60 students

16.5

10.93

Yes

 
 
34
Literacy achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Qualitative Reading Inventory II (QRI-II)

Fast ForWord® vs. Business as usual

1 Year

Full sample;
60 students

3.97

2.87

Yes

 
 
27

Characteristics of study sample as reported by study author.

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    Pennsylvania

Setting

The location for this study was Freemansburg Elementary School in the Bethlehem Area School District of Pennsylvania. There are 348 students in the Kindergarten through 5th grade school. The population of the school is diverse with sixty-one percent receiving free or reduced lunch. This school district is considered at-risk based on the percentage of free/reduced lunch and the high impact of Limited English Proficiency students. There are 182 students in the 3rd, 4th and 5th grades, of which 62 students were reading below grade level.

Study sample

In the intervention group, four students had both a special education identification of specific learning disability as well as a speech-language impairment. Ten of the students also had a full program of Reading Recovery in first grade. Twenty of these students attended preschool. In the comparison group, three students had both a special education identification of specific learning disability as well as a speech-language impairment. Three students had a special education identification of just specific learning disability. Twenty of the students also had a full program of Reading Recovery in first grade. Nineteen of these students attended preschool.

Intervention Group

The Fast ForWord intervention is a computer-based learning after school program. Fast ForWord was administered for 100 minutes each day, five days a week, for six weeks, with no interruption of classroom instruction. Three separate treatment sessions were administered - one for Fall, Spring, and the following year. The students used ten iBook notebook computers, headphones, and mice provided by the school. Two qualified coaches were present every day to keep the intervention students on track. The Fast ForWord program consisted of seven 20-minute training exercises. Three were sound exercises that contained complex auditory information, while four were word exercises designed to improve vocabulary and context of vocabulary in sentences. Five of the seven exercises were systematically alternated each day.

Comparison Group

While there are no details given for the comparison condition, the study does indicate that a balanced approach is used in all classrooms.

Support for implementation

No support for implementation was provided in the report.

Reviewed: March 2013

Study sample characteristics were not reported.

In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.

  • Scientific Learning Corporation. (2004). Improved reading abilities by students in the Bethlehem Area School District in Pennsylvania who used the Fast ForWord® Language product. MAPS for Learning: Educator Reports, 9(3), 1–4.

  • Scientific Learning Corporation. (2005). Fast ForWord users in the Bethlehem area SD outperform a comparison group: Educator’s briefing. Oakland, CA: Author. Retrieved from http://www.scilearn.com

Does not meet WWC standards

Reviewed: August 2010

Study sample characteristics were not reported.

In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.

  • Scientific Learning Corporation. (2004). Improved reading abilities by students in the Bethlehem Area School District in Pennsylvania who used the Fast ForWord® Language product. MAPS for Learning: Educator Reports, 9(3), 1–4.

Meets WWC standards without reservations

Reviewed: July 2009

Characteristics of study sample as reported by study author.


  • 100% Free or reduced price lunch
 

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