Welcome to Open Science
Contact Us
Home Books Journals Submission Open Science Join Us News
Improved Language and Literacy Skills in State Primary Schools in Western Australia
Current Issue
Volume 3, 2015
Issue 5 (October)
Pages: 32-37   |   Vol. 3, No. 5, October 2015   |   Follow on         
Paper in PDF Downloads: 211   Since Sep. 29, 2015 Views: 2819   Since Sep. 29, 2015
Claire Corbitt, Sonic Learning, North Perth, Western Australia.
Brad Hutchinson, Sonic Learning, North Perth, Western Australia.
Carole Hutchinson, Sonic Learning, North Perth, Western Australia.
Lauren Parsons, Sonic Learning, North Perth, Western Australia.
Tina Pickford, Sonic Learning, North Perth, Western Australia.
This study investigated the effectiveness of Fast ForWord (a suite of computer-based intervention programs) on the language and literacy skills of academically struggling students from Western Australia. Half of the participants used the program between February and April or between May and July, while the other half served as a comparison group. Before and after Fast For Word participation, the language and literacy skills of the students were evaluated. On average, Western Australian students with academic difficulties who participated in Fast ForWord made significantly better gains on a battery of language and literacy tests than the comparison group who received the standard interventions alone. On average, students who participated in Fast ForWord improved from the 12th percentile to the 25th percentile in Literacy skills, from the 12th percentile to the 21st percentile in Receptive Language skills, and from the 10th to the 18th percentile in Expressive Language skills.
Randomised Control Trial (RCT), Fast ForWord, Australia, Expressive Language, Receptive Language, Phonological Awareness, Reading, Dyslexia
Boets, B., Vandermosten, M., Poelmans, H., Luts, H., Wouters, J., Ghesquiere, P. (2010). Preschool impairments in auditory processing and speech perception uniquely predict future reading problems. Research in Developmental Disabilities, 32, 560-570.
Deppeler, J.M., Taranto, A.M., Bench, J. (2004). Language and auditory processing changes following Fast ForWord. The Australian and New Zealand Journal of Audiology, 26(2)94-109.
Dodd, B., Holm, A., Oerlemans, M. & McCormick, M. (1996). Queensland University Inventory of Literacy. Brisbane: Dept of Speech Pathology & Audiology, UQ.
Dodd, B., Holm, A., Oerlemans, M., & McCormick, M., (1996). Queensland University Inventory of Literacy. University of Queensland, Australia: Department of Speech P athology and Audiology.
Gillam, R. B., Frome Loeb, D., Hoffman, L. M., Bohman, T., Gamplin, C. A., Thibodeau, L., Widen, J., Brandel, J., & Friel-Patti, S. (2008). The efficacy of Fast ForWord Language intervention in school-age children with language impairment: A randomized controlled trial. Journal of Speech, Language, and Hearing Research, 51, 97-119.
Ho, C. (2004) An examination of Fast ForWord Language intervention for children with poor reading skills. Unpublished honours thesis, School of Psychology, University of Western Australia.
Hoeft, F., Meyler, A., Glover, G.H., Kobayashi, N., Mazaika, P., Jo, B., Ueno, T., Reiss, A.L., Whitfield-Gabrieli, S., Keller, T.A., Adam Just, M., Gabrieli, J. D. E. (2007). Prediction of children’s reading skills using behavioural, functional, and structural neuroimaging measures. Behavioral Neuroscience 121, 602-13.
McCrory, E.J., Mechelli, A., Frith, U., Price, C. J. (2005). More than words: A common neural basis for reading and naming deficits in developmental dyslexia. Brain, 128, 261-7.
Merzenich, M. M., Jenkins, W. M., Johnston, P, Schreiner, C. E., Miller, S. L., & Tallal, P. (1996). Temporal processing deficits of language-learning impaired children ameliorated by training. Science, 271, 77-80.
Miller, S. L., Merzenich, M. M., Tallal, P., DeVivo, K., Linn, N., Pycha, A., Peterson, B. E., Jenkins, W. M. (1999). Fast ForWord Training in Children with Low Reading Performance, Nederlandse Vereniging voor Lopopedie en Foniatrie: 1999 Jaarcongres Auditieve Vaardigheden en Spraak-taal. (Proceedings of the 1999 Dutch National Speech-Language Association Meeting).
Raschle, N. M., Zuk, J., Gaab, N. (2012). Functional characteristics of developmental dyslexia in left-hemispheric posterior brain regions predate reading onset. Proceedings of the National Academy of Sciences, 109, 2156-2161.
Richlan, F., Kronbichler, M., Wimmer, H. (2009). Functional abnormalities in the dyslexic brain: A quantitative meta-analysis of neuroimaging studies. Human Brain Mapping 30, 3299-3308.
Rogowsky, B. A. (2010). The Impact of Fast ForWord on Sixth Grade Students’ Use of Standard Edited American English. Doctor of Education dissertation, Wilkes University.
Rouse, C. E. & Krueger, A. B. (2004). Putting computerized instruction to the test: a randomized evaluation of a “scientifically based” reading program. Economics of Education Review, 23, 323-338.
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, 1-8.
Scientific Learning Corporation. (1999). National field trial results: Results of Fast ForWord training for children with language and reading problems. Berkeley, CA: Scientific Learning Corporation.
Scientific Learning Corporation. (2006a). Improved English Language and Perceptual Skills by German Secondary School Students who used Fast ForWord Products, MAPS for Learning: Educator Reports, 10(4): 1-6.
Scientific Learning Corporation. (2006b). Improved Cognitive Skills Accelerate English Language and Reading Development in Bilingual English Speaking Students in India who used Fast ForWord® Products, MAPS for Learning: Educator Reports, 10(17)1-6.
Scientific Learning Corporation. (2006c). Improved Auditory Processing by Students in the United Kingdom who used Fast ForWord® Products, MAPS for Learning: Educator Reports, 10(11): 1-6.
Scientific Learning Corporation. (2006d). Improved Reading Skills and Behavior in Primary School Students who Used Fast ForWord® Language at a Singapore Public School. MAPS for Learning: Educator Reports, 10(5):1-6.
Scientific Learning Corporation. (2012). Improved Reading Skills by Students in the Chamberlain School District who used Fast ForWord Products: 2008-2011. Scientific Learning: Research Reports, 16(5):1-5.
Semel, E., Wiig, E. H., & Secord, W. A. (2006). Clinical Evaluation of Language Fundamentals: Fourth Edition. San Antonio, TX: Harcourt Assessment, Inc.
Shaywitz, S.E., Shaywitz, B.A., Pugh, K.R., Fulbright, R.K., Constable, R.T., Mencl, W.E., Shankweiler, D.P., Liberman, A.M., Skudlarski, P., Fletcher, J.M. (1998). Functional disruption in the organization of the brain for reading in dyslexia. Proc Natl Acad Sci USA 95: 2636-2641.
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 behavioural remediation: Evidence from functional MRI. Proceedings of the National Academy of Sciences, 100, 2860-65.
Tallal, P., Miller, S. L., Bedi, G., Byma, G., Wang, X., Nagarajan, S. S., Schreiner, C., Jenkins, W. M., Merzenich, M. M. (1996). Language comprehension in language-learning impaired children improved with acoustically modified speech. Science, 271, 81-84.
Open Science Scholarly Journals
Open Science is a peer-reviewed platform, the journals of which cover a wide range of academic disciplines and serve the world's research and scholarly communities. Upon acceptance, Open Science Journals will be immediately and permanently free for everyone to read and download.
Office Address:
228 Park Ave., S#45956, New York, NY 10003
Phone: +(001)(347)535 0661
Copyright © 2013-, Open Science Publishers - All Rights Reserved