“At the Begining of the Year I Didn’t Like Reading…”

“At the beginning of the year I didn’t like reading because I couldn’t really understand anything. I felt like I was being very stupid and not being able to do stuff like I shouldn’t belong in middle school,

We talk about goals and they’re like well I am never gonna do anything. I am too dumb, I am too stupid, I can’t read, I can’t do these things.

My heart broke. Yes, you can this is the possibility for your future. We did a lot of research into different programs and we came across a program called Fast ForWord, it was an online interactive program, it was all brain based using neuroscience.

If I were to describe Fast ForWord: –

Step 1: targets the underlying memory, attention or processing challenges a student may have

Step 2: Provides intensive practice on reading skills

Step 3: The computer listens and provides feedback as students read aloud

The fantastic thing about this program is that every piece of data is live, you are in it, I am in it. I can tell you that every time you click this is the result and we can make those comparisons and tangibly see the effort you put in made this difference.

When I came into this classroom I was at a 2.5 and then when I went to reading camp I was like a 6 point and I was able to go from this really low level to this really high level.

After I took this class for a session, I felt like I could keep up with everybody else. Like I could be who I wanted to be like they can be who they wanted to be.

I try really hard to make a difference for my students I would make as big as a difference for these students if I didn’t have the Fast ForWord program there to help them.”

STRONG EVIDENCE: 250 + RESEARCH STUDIES

K-12: Learning Difficulties/Special Education, ELL/EAL/ESL

USED IN 55 + COUNTRIES

MORE THAN 3 MILLION STUDENTS

THE NEW FAST FORWORD IS HERE!

TRY IT WITH YOUR STUDENTS.

www.NeuronLearning.com

 

The Fast ForWord science

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.

Why Do We Slow Down Speech

Duration extensions (slowing down the speech)

In this stage, the software employs a patented processing algorithm to slow the rate of the entire speech signal while still maintaining the speech signal’s natural quality. For example, a word (such as bat) that may typically last 1.0 seconds in natural speech could last as long as 1.5 seconds after this processing is applied. By lengthening the duration of the speech, the fast speech elements (such as stop consonants) are further apart from the steady speech elements (such as vowels), which provides the auditory nervous system with more time to respond to the fast speech sounds.

 

Selective intensity increases (amplifying sounds in the speech)

In this stage, our patented software process identifies the fast transitional elements within the speech (such as the /b/ sound in the word bat) and then selectively amplifies those elements. By applying these selective intensity increases, the more rapid transitional phonemes in the speech are emphasized, allowing the auditory nervous system to respond more vigorously to the fast speech sounds.

Fast ForWord implementation

About scheduling a program

Each Fast ForWord product uses a specific protocol, or schedule, that determines which exercises are worked on in that product, how often those exercises are worked on, and the length of time spent working in each exercise on a given day. The Scientific Learning protocols have been proven to help maximize the benefits of the Fast ForWord products. By default, each of the Fast ForWord products presents two to three exercises each day, for a total of 30 minutes each day, five days a week. For those who require more flexibility, the software provides alternate protocols to meet different student requirements. See Fast ForWord program protocols for more details on protocols and how to change them. For tips on choosing the protocol that best fits your needs, see Fast ForWord implementation guidelines in MySciLEARN Toolbox.

Tip: Encourage your students to complete the Fast ForWord protocol each day. A consistent daily routine that allows for intense repetition will maximize the benefits of the exercises.

About completing a program

Fast ForWord product completion works differently based on the Fast ForWord product series.

  • Foundations II and Language/Literacy series. As the student masters an exercise, that exercise is closed and removed from the protocol. However, as more exercises are closed by the student, a closed exercise may reopen at the highest levels so that the student can continue working on the most important skills in the product. As the student continues to master exercises, the protocol adjusts the time spent in each exercise so that the student always works on the open exercises for the total number of minutes in the protocol. When the student masters the last of the remaining exercises, all of the exercises are closed and the product is considered complete.
  • Foundations I and Reading series. As the student masters an exercise, that exercise is closed and will not be visited again. The program adjusts the schedule so that the student is only working on open (incomplete) exercises. When the student masters the last open exercise, the product is complete.

WEBINAR: 2018 DYSLEXIA RESEARCH AND REMEDIATION

Introduction:

Discover the latest research on the processing weaknesses and early indicators in dyslexia.
Most importantly, find out how to use this information to help learners with dyslexia reach their highest potential.

This webinar is a mix of research and practical information that you can use in the classroom. You will Learn:

– The latest research on the processing weaknesses contributing to dyslexia.
– The identification of early indicators of dyslexia.
– How to use this information to help students with dyslexia reach their highest potential.

INDEX:

WEBINAR – Key Topics –

01:20   Definition of Dyslexia
04:56   Early Predictors of Dyslexia
07:15   Multi-Deficit Approach
11:05   Brain Level Difference
30:50   Environmental Factors
34:25   What Parents Can Do
37:35   Can Neuroscience Inform Us?
50:27   Question and Answers

HIGHLIGHTS

What is Dyslexia?

Dyslexia is a specific learning Disorder characterized by

  • Difficulties with decoding
  • Speed and accuracy of reading single words
  • Poor spelling

What are the Early predictors of Dyslexia

  • Limited phonological awareness
  • Letter-sound knowledge and rapid automatized naming
  • Reading skills predicts long-term reading abilities

Multi-Deficit Approach

  • This is now considered the most accurate way to understand causation

Brain Level Difference

  • The left hemisphere which is important for language and reading is altered functionally and structurally for individuals with dyslexia

Environmental Factors include

  • Low home literacy, Stress, and other adverse experience
  • Effective schooling or interventions

How can neuroscience inform us?

  • Research has shown that improved behavioral performance is coupled with changes in both brain functions and brain anatomy.

About the Speaker 

Dr. Martha S. Burns, Adjunct Associate Professor, Northwestern University and Director of Neuroscience Education, Scientific Learning.

Overview

Title: 2018 Dyslexia Research and Remediation

Originally broadcast Date: Tuesday, October 9, 2018

Duration: 1 hour

COGNITIVE FOUNDATIONS OF DYSLEXIA (YU, ZUK, GAAB, 2018)

  • Learning to read is a complex process:
    • relying on development of perceptual and cognitive skills that emerge even before birth.
    • Early speech and language abilities are critical building blocks for developing phonological awareness, the ability to manipulate speech sounds within words.
    • Subsequently, when children start to recognize letters, they map phonemes to graphemes to acquire knowledge of letter sounds, setting the foundation for subsequent decoding and reading acquisition.

EARLY PREDICTORS OF DYSLEXIA
(YU, ZUK, GAAB, 2018)

 

  • In most studies, limited phonological awareness is one of the most reliable markers for dyslexia in school-age children.
    (Melby-Lervag, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138, 322 –352. https://doi.org/10.1037/ a0026744).

 

 

  • Other predictors of subsequent reading skills are letter-sound knowledge and rapid automatized naming, the ability to retrieve names for serially presented items quickly and accurately.
    (Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63, 427–452. https://doi.org/10.1146/annurev-psych-120710-100431).

 

  • Several large-scale longitudinal studies have demonstrated that these skills predict long-term reading abilities.
    (e.g., Torppa, Erskine, J., Eklund, K., & Lyytinen, H. (2010). Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial  M., Lyytinen, P., risk for dyslexia. Journal of Learning Disabilities, 43, 308 –321.

EXPLAINING THE SEX DIFFERENCE IN DYSLEXIA
ARNETT ET AL (2017)
J CHILD PSYCHOL PSYCHIATRY, ONLINE FEB. 9, 2017

    • The sex difference in dyslexia is also real
    • The cognitive differences identified to account for a portion of the sex difference in dyslexia in this research were

 

  • processing speed (PS) and
  • inhibition (INH)

 

  • males showed better verbal reasoning
  • No difference in female vs. male verbal skills (interesting)  

Five Ways to Help Struggling Readers Build Reading Fluency

Building better writers without a pen

Reading fluency is the ability to read with sufficient ease, accuracy, and expression, providing a bridge between word recognition and comprehension.

Five best practices for building fluency among struggling readers.

Model fluent reading.

Students can hear what reading aloud should sound like and can gain a better understanding of natural prosody, which involves elements such as pausing at the end of a sentence and using rising intonation with a question mark.

Conduct student read-alouds. 

Digital guided reading tools can help. One example is the Fast ForWord program, which provides a guided reading tool that uses speech verification technology to give real-time corrective feedback to students as they read aloud, like a guided reading coach. This type of technology can be particularly helpful with hard-to-engage students who may be more willing to practice reading aloud with a digital tool that listens without bias or judgment.

Preview key vocabulary

Before reading the text, practice the words in isolation outside of the text. Teach the correct pronunciation and meaning of the words.

Host a Readers Theatre

This is where students perform a play for their peers, is a fun twist on reading aloud. This strategy works well with stories that can be broken down into parts or characters.

Compliment students when they read fluently. 

Reading fluently for some students is hard work, so it is important to offer encouragement and to recognize the effort they are putting forth.

Download the PDF Article Click  here  

Strong Evidence of Effectiveness for Dyslexia Intervention

Personalized Language and Reading Intervention for Learners with Dyslexia.

Approximately 1 in 1 0 students in the United States has dyslexia, a primarily auditory disorder with weaknesses appearing specifically in phonological processing. While most dyslexia interventions are designed to help learners compensate for these difficulties, Fast ForWord is different.

3-Step Cumulative Intervention Model

Step 1 : Prepare

Fast ForWord prepares the brain for reading by improving the underlying phonological processing skills that result in dyslexia.

Step 2: Practice

Fast ForWord provides more intensive practice than any other intervention program — 5x the amount of practice to be exact!

Step 3: Reinforce

Fast ForWord uses speech verification software to listen as students read texts aloud and provide corrective real-time guided reading reinforcement.

Research Studies

Massachusetts Institute of Technology; Stanford University;Rutgers University; Dartmouth College; Harvard Medical School

fMRl shows that physiological differences in children with dyslexia can be alleviated through remediation.

8 weeks of remediation that focused on improved rapid auditory processing and phonological and linguistic training (Fast ForWord) resulted in the children with dyslexia developing differentiated activation to rapid and slow transitions similar to that of children with typical development.

Free Brochure

See the Strong Evidence of Effectiveness for Dyslexia Intervention.

Click here to get Free Brochure 

Students Learn Faster Using Neuron English

Students Who Use Neuron English Learn English Faster

Neuroscientists Designed Our Programs to Give the Most Effective Learning Experience in the Classroom
We Have a Unique 3 Step Method to Master English
# 1 Prepare the Brain for Learning
Students develop their cognitive and critical language skills
#2  Practice Makes Perfect
Students practice systematically in accordance with your curriculum
# 3 Reinforcement
Students use voice recognition software to develop pronunciation, fluency,
vocabulary and comprehension.
Proven By Research
We have 21 studies that meet US Government Evidence Standards  – the most of any reading intervention evaluated.

Are You Ready to Do Something Different?

 

Click here for More Information

 

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.

 

Providing Adaptive, Personalised Exercises to Build English Fast

 

  • English phonemic training
  • Extensive academic vocabulary support, in Spanish and English
  • English morphology, grammar, listening, and reading comprehension
  • Patented speech verification technology that listens as students read aloud and provides corrective feedback when words are mispronounced

 

 

 

 

 

Introducing The New Fast ForWord – Now with SmartLearning Technology

What if you could reach every struggling reader at your school with exactly the skills they need at just the right time? What if these students started to improve quickly, were self-motivated, and worked more independently?
Learn how the new version of the evidence-based Fast ForWord reading intervention program will bring a dramatic difference to your students this year, and provide you with one option to meet the needs of multiple student subgroups.

You should learn:

(1) What to expect from the New Fast ForWord,

(2) When to use your guided reading tool, Reading Assistant, to get reading fluency and comprehension results before winter break, and

(3) The tools available at your fingertips to make this year feel…dare we say it…Effortless!

Overview

Title: Introducing the New Fast ForWord – Now with SmartLearning Technology!

Originally broadcast Date:  Thursday, August 23, 2018

Duration: 1 hour

10 New Improved Features for The Fast ForWord Family. Teachers and Students are loving it!

What will the students love about the new and improved Fast ForWord technology?

  1. Point Counter

Mistakes and setbacks occur when students rush to complete the program. Staying focused will earn the student points and that is how a student makes progress. Students get responses in a row correct and they will actually see the points there and then, which motivates the student when they  see how many points in a row they get right.

  1. Replay/Play Back

Play Back on Fast ForWord means a student can be able to rewind/playback a word or sentence with the click of a button to hear it again.

  1. Autoplay

This allows a student with a click of a button to run through a series of trials. Autoplay and earning points work together to assist the student attain the correct trials. The autoplay feature allows the students to get through the trials much faster.

  1. Adaptivity

Students adapt faster with materials and tools that they can easily associate themselves with. The materials Fast Forword provides can easily be adopted by new students.

  1. Progress Indicators

Progress indicators inform users about the status of ongoing processes. Fast ForWord meter indicator has been improved with the new Feeder Meter, and the percentage complete of the student. This feature will motivate the students to aim for a higher percentage.

What will the Educators love from the new feature of Fast ForWord?

  1. Better Introductions

Fast ForWord Foundations 1 has a better method of training students to make a better and strong start while using the program.

  1. Automated Coaching

Students who need help while using the program can rest assured that Fast Forword Foundation I, have identified and introduced just in time automated coaching to correct and help common issues associated with the program.

  1. Language Structure

Ele-bot – The Fast ForWord Language v2 exercise program is now improved and is able to help with what to listen for and how to understand various grammatical forms.

  1. Vocabulary Pre-Teaching

Students ready to use Fast ForWord facilitates have an advantage. This is because Foundation I, has combined instructions and relevant vocabulary within the exercises, giving students the meanings of words before they encounter them.

In General, the Fast ForWord Family has benefited from:

  1. Smartlearning Technology.

Fast ForWord program has been greatly improved using Smartlearning technology. With artificial intelligence educators can deliver smarter, more focused interventions and faster results for students.

 

Autism and Brain Plasticity: 2018 Research

 

The FACTS:

1. Autism is Highly Heritable. This means that autism is frequently, but not always, passed down from one generation to another. Because of the complexity of the human genome (DNA set), gene mutations can also be responsible for a child developing autism even if autism does not run in his or her family.

 2. Autism is Not Caused by IQ Deficiency. Two-thirds of those diagnosed with autism possess average or above-average intellectual ability.

3. Genes Overlap. We see a genetic correlation of autism with other disordered traits such as depression and ADHD.

4. Brain Connectivity Problems Precede Autism. Autism does not create brain connectivity problems. Instead, autism stems from an underdeveloped cerebral cortex, the part of the brain responsible for relaying and interpreting messages. There may be other causes as well, such as protein synthesis issues or core brain area dysfunction. For example, a dysfunctional hypothalamus, which regulates sleep, may play a role in the development of autism.

5. There is Still Much to Learn About How and Why Autism Develops. Since every child’s DNA is unique and complex, the causes of autism are difficult to pinpoint.

The INTERVENTION:

1. The Earlier the Diagnosis, the Better. Autism Spectrum Disorder begins to develop in utero. Auditory scans performed on infants show that auditory brain stem response is slower in those with Autism Spectrum Disorder. We may be able to use this information to start early, intensive intervention, which benefits children over the long-haul.

2. Behavioral Treatment Must be Adaptable and Individualized. Targeting a child’s specific learning difficulties ensures a higher probability of improvement. Language learning exercises must be repetitive and intensive over time to unlock learning barriers and rewire the brain for language acquisition.

3. Abundant Social Interaction is Vital. Children need plenty of help learning social skills in order to develop appropriate language skills. Time spent interacting with others in different scenarios and interacting with animals is important.

4. Intervention is Crucial During Prime Learning Windows. The brain is most plastic (and able to learn and retain new information) between birth and 4 years of age and again during adolescence. Regular, rigorous learning must occur for children to make significant strides towards language skills improvement all throughout their life, but in particular at those ages.

5. Learning Programs and Behavior Therapy are an Integral Part of Any Autism Intervention. For children ages 2 ½-4 years-old, Dr. Burns recommends Kiko’s Thinking Time by Kiko Labs. As students get older, she regards the award-winning Fast ForWord program as a powerful learning tool.

Fast ForWord is an Optimal Learning Program for Children Diagnosed with Autism. 

Dr. Burns highlights the effectiveness of Fast ForWord for children with autism, specifically how it can improve the language abilities of learners with differing levels of need, since it personalizes to each person’s strengths and weaknesses. Fast ForWord was recently commended by the Council of Administrators of Special Education (CASE) for its “continuing improvements,” “updates and enhancements,” and its results—it “enables students with learning disabilities to achieve quick and lasting learning gains.”

Perhaps one of the more impressive aspects of Fast ForWord is its how it addresses both underlying cognitive and literacy skills in children ages five and up. This combination of exercises leads to improvements not only in expressive and receptive language, but also in social skills, attention, and more. 81% of parents reported improvement in a field study.

Free Webinar View Here Click here

 

Reading Assistant Guided Reading Tool for Your Students

Reading Fluency Program


Reading Assistant Guided Reading Tool for Your Students

An Online Guided Reading Tool for Improving Vocabulary, Fluency, Comprehension, and Prosody

Oral reading is critical in improving reading fluency, comprehension, and prosody. Reading Assistant is an innovative guided reading tool that provides intensive reading practice. Learners use the tool to read developmentally appropriate texts both silently and aloud. What makes Reading Assistant such an innovative reading practice tool is its use of patented technology that listens as each word is read aloud and delivers immediate support whenever a learner struggles with or mispronounces a word — reinforcing newly learned reading skills, vocabulary, and fluency.

What it Does

Provides Guided Reading Support to More Students

Reading Assistant uses patented speech recognition technology to deliver real-time corrective guided reading feedback, enabling learners to self-correct as they are reading aloud.

Improves Both Silent Reading and Oral Reading Skills

Unlike other digital reading practice resources that only allow learners to record themselves reading aloud, Reading Assistant actually listens and helps learners whenever they struggle or mispronounce a word — it’s like having a personal guided reading tutor available 24/7!

Saves Teachers Time in Preparing Reports

Automatic calculation of words correct per minute (WCPM), and actionable comprehension and vocabulary reports make it easy to track learners’ reading levels, and specific areas of strength and weakness.

Pre-teaches Academic Vocabulary

Built-in Word Wall activities pre-teach academic vocabulary, activate prior knowledge, and provide pronunciations for new words before learners begin each e-book passage.

Reaches the Reluctant Reader

Reading Assistant provides reading selections for a variety of interests (including High/Low content) and reading levels, plus frequent comprehension checks, to keep learners motivated and focused on reading for meaning.