New Fast ForWord makes your life easier – while getting your students better results?

By the end of this webinar recording you will know the best ways to set up your implementation now so you save time throughout the year.

Attend to 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!

About the Speaker 


Ben Philpott
Professional Development Specialist K-12
Scientific Learning Corporation

Ben Philpott lives in Tucson Arizona and earned his BA in Communicative Disorders from California State University, Long Beach (CSULB).

He has worked as a licenced Speech Pathology Assistant in school, clinic and home settings in Arizona and California. He currently works for Scientific Learning where he consults with teachers on how to implement Fast ForWord and Reading Assistant in their school.


Title: Back to School with the New Fast ForWord

Originally broadcast Date: Wednesday, August 15, 2018

Duration: 1 hour

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.


Webinar – Fast ForWord: Different for a Reason


Fast ForWord: Different for a Reason

Continuing our webinar series for the academic year 2017/18.

If you want to engage your students, reduce your administration time and solve the problem of poor academic performance then this may be the most important webinar you watch all year.

Teaching needs time and time is valuable. Here is how you can maximise your impact with your students.

Corey will explain:

  • How you can reduce your administrative paperwork.
  • The way you can help your students become better learners.
  • She shows the 5 secrets for you to use neuroscience learning methods in your classroom.
  • How to make your teaching impact 10 TIMES more effective.

This is a truly breakthrough idea for helping your students learn more effectively.

You will see why we are giving away these incredible programs for free for the rest of the year to attendees*

* School clients who are interested in using the programs for 2018/19



Certificate of Attendance

Presentation Slides


Fast ForWord is an evidence-based language and reading intervention program that uses a unique 3-step approach to deliver fast learning gains. The program was developed by world-renowned neuroscientists to target the root causes of language and reading difficulty directly. No other intervention does this. Once these underlying areas are addressed, learners’ reading and language skills improve quickly, and continue to improve even after they have completed using Fast ForWord.

Key Features

Dozens of online and mobile skill-building exercises for elementary and secondary school age learners

Adaptive technology that adjusts delivery to meet the needs of each learner

A digital guided reading tool that provides real-time corrective feedback as students read texts aloud

Automated assessments to ensure continued learning growth

Digital reporting to track reading and language skill development

How it Works: 3 Steps to Transformative Reading and Language Growth

Step 1: Prepare

Fast ForWord prepares the brain for reading and learning by improving the cognitive skills that are weak in struggling learners (memory, attention, and processing speed).

Step 2: Practice

Fast ForWord ensures every learner receives personalized, intensive practice on a wide variety of reading and language skills — more than any other approach or intervention.

Step 3: Reinforce

Using speech verification technology, our program listens to students as they read aloud, like a guided reading coach! Learners reinforce their new reading and language skills and rapidly build fluency and comprehension.

What Results Can You Expect?


√   Improved thinking and learning skills that result in more confident, engaged learners

√   Better reading skills and summative testing performance

√   Continued learning growth even after learners have completed the program

Webinar 2017 Dyslexia Research and Remediation


October is Dyslexia Awareness Month! Join us to learn about the latest
research on the processing weaknesses and early indicators in dyslexia. Most importantly, find out how to use this information to help your students. Hear and see how the Fast ForWord program can help your students/children with dyslexia.

Presenter: Martha Burns PhD.
Recording Date: Monday, 2nd October, 2017
Time: 21:00 (London time)

Note: this is a recording.
We will also send a certificate of attendance and slides of the presentation to registrants


Webinar Highlights

10:30 minutes  One Historical View – Double Deficit Hypothesis

To be completed.

Like most things in life, the “one size fits all” approach for dyslexia intervention doesn’t always work. This is a once-a-year live webinar (free!) where you’ll learn the latest research on dyslexia and how to use this information to ensure you’re taking a comprehensive approach to treatment for your students. There are stealth causes of reading struggle; we’ll show you how Fast ForWord software exercises work to address these.

About the Presenter

Marty Burns, Reading Assistant


Dr Martha Burns is an expert on how children learn and has written 3 books and over 100 articles. She is an associate professor in the Northwest University, USA.


Click Here


Accelerate English Skills with Neuroscience



Neuron English is the only English program designed by neuroscientists for YOUR curriculum
We adapt our materials to meet your classroom requirements.
Help your students become better learners by developing their cognitive skills.
Start by developing listening skills such as, English phonemes, vocabulary and oral comprehension
Give  your students  intensive practice that adapts to each participant.
Our speech verification technology  listens and corrects students as they speak aloud, like a guided pronunciation coach!

Lesson planners are available for each year  that you can adapt to your own class’s requirements
Each Lesson Plan is based on YOUR standards with differentiators between proficiency levels.
Teachers get free access to workbooks, class materials, videos and  presentations.
Teachers blend their classroom activities with on-line exercises that can be done at home or at school

Neuron English’s reporting and automated assessments make it easy to monitor learning progress.
Teachers get precise feedback on each student’s performance and errors which allows for timely intervention
We provide full professional training as well in-service days and follow-up seminars

Our programs builds attention and memory skills so  students are better able to process the sounds of English and then organize those sounds within words and words within sentences.

Fast ForWord provides intense practice. The program provides over 25,000 trials in academic language exercises, whereas other reading interventions provide just over 5,000. With 5 times the amount of trials, the progress comes fast.

This is a real fMRI data from a study conducted at Harvard and Stanford universities. Let’s look at the brain of a proficient reader and then a struggling reader. See the difference? After just 8 weeks, Fast ForWord helped weak readers develop the brain activity patterns that resemble those of strong readers.

With 55 patents in neuroscience and education and 300+ research studies, no other reading intervention program has been as thoroughly researched and reviewed as Fast ForWord.

You can depend on the quality, innovation and results that has made us the # 1 English language development software on the US government’s What Works Clearinghouse

The  programs builds language and reading systematically – from younger to older students, at high interest and  low ability all the way to International Baccalaureate level…

Proficient language and reading requires strong cognitive skills. This is why other English programs frequently don’t help struggling students. Each of the intervention exercises in our program cross-trains core language skills with equally important cognitive skills.

Give your students the best opportunity to accelerate their English skills and become better learners

Thank you for watching our presentation and Please Contact us for more details and access to the programs.


The Secret to Raising Smart Kids




The Secret to Raising Smart Kids

1) Children need strong foundational cognitive skills
2) Build the brain capacity needed to build content.
3) A growth mindset is essential
4) If you thing you can you can, if you think you can’t you can’t (Henry Ford)
5) Learning from their mistakes and making thousands of mistakes.
6) Instruction can be broken up into time frames that are more manageable or just beyond
7) New content should be less than 50% of instruction time

Role of Neuroscience Technology

Foundational Cognitive Skills
If we really want to impact foundational cognitive skills students learning a new language, students in special education, and students from poverty, we’ve got to start with those . The ones that are here in this graphic memory, attention, processing, and sequencing, we have to build attention and memory skills in our students, so they’re better able to process the sounds of English and then organize the sounds within words and words within sentences. So, if we want better outcomes in our schools, we need to make sure that our students have a strong foundation, and the brain capacity needed to build those content area levels of proficiency.

Building Learning Capacity
You may be familiar with Dr. Eric Jensen, and one of the things he talks about frequently is the importance of building learning capacity so students can process and retain the information those content areas that they need to learn. I know schools are providing caring environments which is a big part of it, but what methods are we using now to really develop student’s cognitive skills, and to build that overall cognitive capacity. I think a lot of schools may not have things in place, to really help, So, let’s look at some things that we can do in the classroom to help with that.

This one may be a familiar

A Growth Mindset.
So, let’s do a kind of a quick review cover, but just to give people who may not be familiar with it, a basic understanding of what it’s about. So, a mindset, according to Carol Dweck who’s a researcher is the perception of how we look at ourselves. So, a good example in our students, would be that some believe that they are maybe intelligent or smart and others may view themselves as unintelligent and perhaps even call themselves dumb. Those would-be examples of different mindsets. So, Dweck did a study looking at seventh graders and determined that the students who believed that intelligence was malleable, which is a growth mindset those students earned higher math grades in the fall semester than those who believed that their intelligence was static or fixed. Even though the groups had the same math achievement test scores in the sixth-grade look at the difference, in this graph as they went from the Fall of seventh grade to Spring of eighth grade. So, four assessments and you can see that the students who believed that they couldn’t change their intelligence or their ability went down just slightly, but look at the students who believed they could, who believed that with additional effort that they could make a difference in their performance and their intelligence, sure enough they could.

Learning from their Mistakes
So, using data can be a really powerful tool for teachers to help develop a growth mindset in students, as students see that their hard work is making a difference and then you can show them data to show they’re making growth on their assessments or their class work whatever, it may be then their self-motivation and their growth mindset is going to increase. Now this is not to say that failure as the students are learning has to be avoided, that’s not the case we don’t want to just focus on student success. Failure to challenge is part of the learning process and they need to learn that that’s one of the key aspects of learning, if you look at some quotes from famous people who’ve been very successful they talk about learning from their mistakes and making thousands of mistakes. So, through failure students learn what doesn’t work or they decide on more efficient, effective methods and strategies that they can use to develop those content and language knowledge and skills. The more explicit we are in regarding the student’s growth over time the more likely they’re going to connect to their work and effort that they’re putting in to success and achievement.

Language holds great power.
So, let’s look at some examples of what that sounds like. So, when students have been successful, instead of saying something like a good job, nice work, or excellent which I think all of us do with our children at school as well as at home. Think about things like your hard work is paying off, or you kept going even when the going got tough or it got challenging. It helps students when they’re struggling to think about things differently. When changing our language alone doesn’t immediately change students’ mindset, you have to remember that language holds great power. So, words can help build students’ confidence and encourage them to keep going and persevere and to think differently about their success and their failure. That’s another important aspect. So, instead of saying work harder or keep trying, help them to delve into it what’s proving difficult or let me try explaining it a different way. Let them understand that not everybody understands things the same way and that that you also expect them to make mistakes, that’s just part of learning, So, we can be intentional and strategic in our use of language to help students develop a growth mindset and I would venture to guess it’s going to have an impact on their self-esteem as well.

Build Stamina
So, another way to encourage growth mindset in struggling learners and even second language learners is to help them build stamina, through the instructional periods. To do that by chunking information for specific amounts of time, for example, students who are easily frustrated may need shorter time spans at first to be able to really digest the complex concepts and instruction. So, instruction can be broken up into time frames that are more manageable or just beyond what the students are able to handle in order to help them build up stamina over time. So, if students have difficulty after 10 minutes of instruction maybe we need to just push the instruction for 12 minutes when they get pretty comfortable with that, bump it up to 15 to 20, and so. Communicating to students ahead of time that the work they’re about to encounter is hard, it’s complex can also be helpful. So, they understand it’s going to take effort on their part, it’s going to take significant focus for a certain amount of time to be successful with that information. Sometimes the complexity of a particular instruction or task is better handled in what we could say as short bursts, especially at first until students build more stamina and by making these changes explicit to students over time, letting them know what’s happening. You can help them to see the growth they’re making in terms of stamina during instruction.

New content should be less than 50% of instruction time
Now we also have from again Dr. Eric Jensen the concept of never giving more than half of our instructional time to the delivery of new content.

So, when you have a lesson and you’re introducing new material think about that strategically so no more than half of your time is given to that new information because students need at least half of the learning time to process that new information and to connect it to previous learning. If you do that they’re going to understand and remember it longer and I really as a teacher I enjoy. I got a kick out of the phrase “you can teach faster, but, students will just forget faster” and how many of us have been in that situation, where we think we’ve done a great lesson, we’ve covered all the modalities we’ve done everything we knew to do, send them home and they come back the next day and it’s as if we never said a word about that information before. So, we’ve really got to consider how much can they take in at one given time. Thinking back about the chunking too for some of the students and really helping them apply that new learning to previous learning and developing a growth mindset as well.

See the full webinar Click here

Webinar – New Science of Learning for Struggling Readers

Fasr ForWord, Neuron English


Fasr ForWord, Neuron English

Webinar – New Science of Learning for Struggling Readers

Presenter: Martha S. Burns, Ph.D.
Date/Time: Monday September 11, 2017, 9pm London UK
Length: 60 minutes
No Charge/Free

Updated with 2017 research, this is a must-see for those interested in how neuroscience is impacting education. See the latest research on how the brain is organized (or not!) for reading, and what’s happening with your struggling students. We’ll show how the science of learning has guided the development of technologies like Fast ForWord to improve the underlying memory, attention, and processing abilities that these students need to catch up, once and for all.

Marty Burns, Reading Assistant



Foundations of Success

See the full webinar Click here

The Foundations of Success

So the first thing I see is the majority of people are looking for ways to improve progress for their most vulnerable students.  We also have some people that are curious about the science and then we have some that are just wanting to keep their professional development updated so we welcome all of you and hopefully I’ll be able to address all of your questions and concerns during this time together.


First of all, we know in America and I would venture to guess across the world that we have a lot of struggling learners right now. Many times, we see minimal or even non-existent reading and learning gains in our students and it’s difficult for many student’s goals and districts to even change their approaches to intervention each year. It’s hard to make changes, it’s hard for us as educators and hard for the institutions of schools to make changes that are needed.


So, let’s look at some of the things that science tells us about our students and us as educators even perhaps.


So, the first thing I would venture to guess the reason you’re on this webinar today is that your goal as an educator is to help your students to be successful in these content areas.  You want them to be lifelong learners and you want them to be successful. So, this content is going to be the main focus for our classrooms across the world.


But in order for our students to be successful in those content areas they have to be good readers. In America, the math assessment that students take is essentially a reading assessment because almost every problem on that math test is a word problem or a story problem. So, if the students can’t read it, they’re not going to be able to accomplish the task successfully.  

And if they can’t read, the odds are pretty good that they have underlying language issues as well because reading stands on the shoulders of language. And if they’re struggling in those areas we can pretty much bet there are some cognitive skills wrapped into that as well. And when I talk about cognitive skills I’m talking about memory, attention, processing and sequencing the ability for students to stay focused long enough to really understand what is being said in the classroom, what the task is, what they’re reading perhaps and then hang on to that information long enough to do something with it.  So, if we can develop their cognitive skills those essential learning skills for all of us, build their language and reading skills we’re going to provide a strong foundation for our students and once we do that, then everything else falls into place. They can be successful in those content areas. So, let’s jump in and look at some information on different groups of students……

See the full webinar Click here