The Fast ForWord suite of programs provides a language and literacy intervention that uses the principles of neuroplasticity—the ability of the brain to rewire and improve—to target the root cause of slow academic progress in struggling students and English language learners. The software was developed by neuroscientists to quickly improve reading skills while concurrently developing memory, attention, processing and sequencing—the cognitive skills required to read and learn effectively.
The Fast ForWord Language and Literacy series programs within this suite include a patented speech processing technology that enhances the speech sounds at early exercise levels, progressing to natural speech sounds at higher exercise levels. This technology includes two separate but equally important speech modification stages: duration extensions (slowing down the speech) and selective intensity increases (enhancing the intensity of the rapid transitional elements in the speech). Together, these technologies provide the auditory nervous system with an enhanced speech signal that allows the student to more effectively differentiate the rapid transitions in spoken language.
Technical Guide Click Here
Reading Assistant: to get a demo Email us Click Here
Reading Matrix: to get a copy Please Click here
Foundations Manual: Please Click Here
This new and improved replacement for the Language v2 program includes the following enhancements:
Fast ForWord language and reading intervention allows educators, parents, and clinical providers to easily track a learner’s progress. MySciLEARN reports and Reading Progress Indicator assessments ensure every learner receives the appropriate guidance and support necessary to become a better reader and better student.
Reading Progress Indicator (RPI)is an online assessment that rapidly measures the effects of the Fast ForWord family of products by evaluating reading performance as students progress from product to product.
RPI Combines with MyScilearn to Provide Valuable Information for Teachers on Each Student
Quickly assesses four key skill areas: phonemic awareness, decoding, vocabulary, and comprehension.
Automatically scores assessment and report results for parents, teachers, and administrators.
Provides accurate progress information that correlates to nationally recognised normed assessments.
Automatically generates assessment reports for individuals, groups and schools.
Reading Progress Indicator (RPI) was developed by Scientific Learning and Bookette Software Company (now Pearson plc).
Established psychometric procedures were used to produce a test that is valid, reliable, and unbiased, and to generate nationally-representative norms.
See the results of 23 validation studies
Reading Progress Indicator provides four assessment levels based on the grade entered for the student:
K 4-6, and
(Pre-Kindergarten students are not eligible for the assessments).
The assessments are not timed.
Students Who Use Neuron English Learn English Faster
Ranked the top English language development program on the US government’s What Works Clearinghouse™, Fast ForWord is uniquely designed to build the listening, speaking and reading skills for beginning to advanced language learners. The program provides the English phonics training, intensive grammar and vocabulary practice, and oral speaking and reading reinforcement necessary to build both basic and academic English proficiency.
Learners of English (ELLs) face a difficult task in schools—absorbing content instruction while their English skills are still developing.
Additionally ELLs who come from homes of poverty or undue stress may need cognitive interventions, as well as English instruction.
Here are 4 key things to keep in mind for your teaching.
Effective English language learning requires the brain to build new keys—clusters of neurons—to access the new language accurately and quickly. If a child wants to learn a second language, he or she has to be “tuned” to it— the keyboard must be accurate and finely tuned for both languages.
Research has shown that the better a student’s language skills are in his or her native language, the easier the second language will be learned and mastered. Research supports determining English language learners’ native language competence before determining the best approach for second language learning. Language immersion, for instance, may work for some learners, but may frustrate a student whose native language skills are impaired.
Evidence suggests that older second language learners require and benefit from direct instruction that includes auditory training as well as the direct teaching of vocabulary and grammar.
Decades of research show that poverty and stress adversely affect brain development and maturation. In addition, sustained activation of the stress response system can lead to impairments in learning, memory, and the ability to regulate certain stress responses.