Transcription – Read Their Minds: An Update on Dyslexia Research and Brain Based Remediation.


01:00 The Reading Brain
08:06 The role of executive function in reading
11:20 Updated view on the Simple View of Reading (SVR)
12:40 Reading impairments versus dyslexia – what is the difference?
14:20 Dyslexia – a historical perspective
18:10 Dyslexia – the education definition
19:45 Dyslexia a multi deficit approach
30:38 Perceptual and cognitive level differences
33:12 Phonological & orthographic deficit theories
38:00 Importance of early intervention
40:20 Individual differences – Each child is unique
43:50 The role of Neuroscience Technology

Many scientists think that the cause of dyslexia is a dysfunctional processing of auditory speech. However, even today, the reasons for these alterations in speech processing remain unknown. Children with dyslexia have considerable problems at school and are under great emotional pressure both at school and in the family. Adults with dyslexia frequently feel ashamed of their weakness and try to hide it from their social and professional environment.

  • First, dyslexia is neurological—it is a condition that stems from underlying differences in the brain, which is not the child’s fault. That means that the most effective dyslexia interventions will strengthen these specific underdeveloped areas of the brain.
  • Second, dyslexia is a problem of auditory processing. Successful interventions will train the brain to improve auditory processing speed that will in turn improve reading skills.


Read and watch the full webinar on Read their minds: An Update on Dyslexia Research and Brain Based Remediation. 

Click Here

See the video of the webinar Click Here

Evidence Based Education

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

Reading Progress Indicator (RPI) assessments correlate to international recognised normed assessments and help indicate how learners are responding to Fast ForWord.

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
Click here

Reading Progress Indicator provides four assessment levels based on the grade entered for the student:

K 2-3,
K 4-6, and
K 7-13+

(Pre-Kindergarten students are not eligible for the assessments).
The assessments are not timed.


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!


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.

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.


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



5 Ways to Develop Executive Function for Early Learners

Auditory Processing – “It takes time”

APD, Fast ForWord

Click on the image to see the video.


Summer Learning with Auditory Processing Disorder


They are 18-year- old twin boys, fraternal twins. They were born eight weeks early. They were two pounds. They spent seven weeks in NICU. They came home together. We noticed there seemed to be some sort of a language delay, approximately around the age of two and a half to three. We started having them examined, took them into a neurologist and various doctors, and they were diagnosed with central auditory processing disorder, which is, for those who don’t understand, it’s how we process sounds, or what things are said to us. Most learning comes that way.

The biggest challenge you have is that they are in school, of course, and you have the break of summertime. Three months is a long time not to have any kind of educational development, when you talk about people that are behind in their development of part of their brain. We even to the point, decided that rather than send them to summer school,we would just focus on Fast ForWord. We’ve done that ever since.

They went from one word to two words to complete sentences. They’re doing things beyond what I had expected for them. It’s an amazing program. It’s just really woken up their brains. Once you find something that is so amazing as Fast ForWord, and the progress that they’ve made in their language, expressive and receptive. You just don’t to stop. That’s where we’re at now. They’re going to be graduating, and I still want to continue the program.

You have to find what works for your child and their development. Fast ForWord, just from reading up on it, it does stimulate different parts of the brain to overcome areas that may not be as developed, and we’ve seen it. We’ve actually seen that process in itself. I would say don’t give up, number one. It takes time. I agree with him. Its finding something, and if you see the fruit in it, stick with it, because all through the years, that’s what we’ve seen is progress. Progress and progress and progress. Like I said, for us, the program is something that we’ve seen so much fruit with, we will continue. We will continue.

Programs like this, they challenge you. They step you out of your norm of things that we do as normal individuals by just developing who we are. You’d be amazed at what ca happen. Just got to keep working and find the programs. Try it.”

What is an Auditory Processing Disorder?

Boy With APD, Fast ForWord

In this short (3 minute) video Dr. Martha Burns clearly explains what an Auditory Processing Disorder is. This video is part of a series on auditory processing disorder (APD), click below to get access to all the resources including an APD screening tool.

She Explains

  1. The difference between processing and hearing
  2. The 3 Key Areas that are affected
  3. The impact on language learners


An Auditory Processing Disorder is not a problem with hearing. So we start with a negative definition, the child hears adequately but the brain is not making use of the auditory information effectively.  

EXAMPLE So what happens is if anyone out there who is listening to this has ever learned a foreign language, the first thing that happens to you is you have a trouble “hearing” perceiving some of the sounds and that is what happens with an auditory processing disorder.

A child has trouble perceiving some of the sounds of the language. So a BA may sound like a DA and a DA may sound like GA or the child may be able to hear those differences in a very quiet room but the second it is noisy, the child’s auditory system becomes overwhelmed and they can’t discern what someone is saying very clearly and the way we can tell if the child is an auditory processing disorder when they are young even before we can test adequately for it, is that they tend to say “ha” or “what” a lot. So mum or dad might say “Billy, run upstairs and get  your coat and close the window, looks like it’s going to rain” and the child would go, “ha”.

It’s not that they didn’t hear again, it’s that (1 – processing speed) they couldn’t process it quickly enough or they (2 – working memory) couldn’t hold all the information in the mind or (3- listening accuracy) wasn’t quite clear enough. So it takes them longer to be able to handle information coming in and it’s also harder for them, it’s more difficult.

Now, what turns out, we have learned from this is that in the beginning what may affect in some children who are vulnerable to language problems, it affects the ability to learn the language.

So they are slow to learn to talk or they make speech sound production errors because they are confusing one sound with another sound. But when they go to learn to read in any language that is what we call an alphabetic language, where each of the letters represents sounds. The children have a devil of a time learning which sound goes with which letters.

There is a whole host of new research on that by one researcher whose name is Bates, another researcher whose name is Terry Phelas, another researcher whose name is Nina Crouse, and they are all starting to converge on being able to demonstrate that children with auditory processing disorder, its a  difficultly not with hearing but with handling the sounds of the language then causes all sorts of difficulties learning to read.

Specifically problems with

(a) phonological processing,

specifically problems with (b) auditory working memory, – holding information you hear in your mind

and then also interestingly, the new research showing that children have trouble with

(c) rapid auditory naming, so even naming quickly and easily is difficult and that translates into problem with reading frequency.

Click to video explainer

Auditory Processing and Hearing, What’s the Difference?

Get Your Free APD Paper

Auditory Processing is basically the role the brain plays in the hearing process which ultimately enables us to develop learning skills. Essentially, it is our brain and not our ears that hear. The ears play the part of sending raw information on for further analysis where, all being well, it is eventually deciphered by the hearing centres in our brain. How well the raw information is interpreted by the brain depends on our level of Auditory Processing skills which are primarily developed during the critical periods of language learning, between the ages of 0 to 3 years. This is the period when the brain is most prepared to map information from sounds or spoken words onto its language centres. People with APD (sometimes referred to as central auditory processing delay CAPD) have difficulty understanding instructions and sustaining attention, particularly in the classroom environment where there is frequently competing background noise. The sounds of peers whispering or talking, air-conditioners or traffic, as well as lawnmowers or children playing outside, are just some of the common classroom distractions that make learning very difficult for these children. They need to expend far too much mental energy and cognitive resources trying to sort through the various sources of auditory information that their brains are receiving, such that they cannot learn or perform to their full educational potential. The reason why they experience difficulties processing information is because the sounds of the English language have not been sufficiently imprinted on the language centres of their brain. While there may be different causes for this, often children have experienced multiple middle-ear infections (including “Glue Ear”) during the period of critical language development of zero to four years old, whether or not these ear infections were recognised at the time. Fast ForWord dyslexia aspergers autism cognitive skillsDespite the prevalence of APD, its symptoms are still frequently misinterpreted as signs of ADHD or ADD, a hearing deficit, general learning difficulties, or even depression. It is frustrating for the student, parents, and teachers to see a seemingly bright child struggle academically, without understanding why. As a result, they frequently slip through the educational cracks, where schools have neither the knowledge of how to address the child’s needs, nor the resources. Furthermore they usually don’t qualify for special educational assistance. It is important to understand that if your child does have a processing deficit, it is unlikely they will outgrow these problems without appropriate intervention. The difficulty lies in choosing the best way to assist your child’s learning, given that there are so many options available. Most of the parents I meet have tried various programmes and tutoring, with limited success. This may be because the intervention is not addressing the underlying processing deficit. It is as though the builders are trying to stabilise the roof before the walls are completely built. Equally it is essential to establish fundamental oral language skills before learning to read and write.

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Auditory Processing Explained

Fast ForWord, Auditory Processing

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Does your student have any of these difficulties?

  • Is slow to respond to questions or follow instructions?
  • Forgets complex instructions?
  • Is easily distracted during listening tasks?
  • Is better at listening in individual or small group situations than in large groups?
  • Has particular problems listening when there is a lot of background noise?
  • Confuses similar sounding words (eg ‘comb’ and ‘cone’) during listening tasks?
  • Has difficulties saying complex words (eg says ‘mazagine’ for ‘magazine’)?

Auditory Processing Disorder (APD) can limit your child’s ability to learn

Your child may have an auditory processing problem when he or she has difficulty perceiving, decoding, remembering and retrieving information they hear.  Children need these auditory skills to learn.

If a child with APD falls behind in the early years of their schooling, they tend to fall further behind in later grades unless their ability to process what they hear is improved.  This is because a large part of the classroom teaching and instruction is spoken.

Get your Report on Auditory Processing Disorder

What is APD, does your child have it?  Want to know how to identify and treat APD in the home and the classroom? Want to learn specific APD remediation techniques? Complete the form to download a FREE COPY of the Auditory Processing Disorder Report  ‘A Practical Guide for Parents and Teachers’ by Joyce Kerins.

Joyce has over 10 years experience helping people with language and learning difficulties and is internationally regarded for her work with children who suffer from Auditory Processing Disorder.


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