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© 2005 Scientific Learning Corporation
Creators of the award-winning
Information meeting
© 2005 Scientific Learning Corporation
We all know children who are bright and motivated to learn, but hit some kind of a wall when they go to school
They don’t seem to make progress, they don’t listen well, and they have trouble learning to read
So much potential, but how to unlock it?
The Problems Children Face
© 2005 Scientific Learning Corporation
Misunderstand what you say? Request that information be repeated? Give slow or delayed responses? Use only a few descriptive words when speaking? Seem reluctant to engage in conversations? Have difficulty reconstructing a story in its appropriate order?
Does Your Child...
© 2005 Scientific Learning Corporation
Have difficulty remembering/following oral instructions?
Not remember the question when asked?Have difficulty with ambiguous language, idioms or
jokes?Have difficulty with phonics, reading or spelling?Have unexplained behavior problems?
In school or at home, does your child...
© 2005 Scientific Learning Corporation
Different Brain Activity in Readers
© 2005 Scientific Learning Corporation
This Student is Not Prepared to Learn:
Not Paying Attention, Not Storing Multiple Commands and Not Assigning Meaning to What is Said
© 2005 Scientific Learning Corporation
Average ReaderDyslexic Reader before Fast ForWord
Dyslexic Reader after Fast ForWord
Adapted from Temple et al.,Proceedings of the National Academy of the Sciences, 2003
After Fast ForWord!Average Reader Dyslexic Reader
before Fast ForWordDyslexic Reader after Fast ForWord
Adapted from Temple et al.,Proceedings of the National Academy of the Sciences, 2003
Average Reader
Average Reader
Dyslexic, beforeFast ForWord
Dyslexic, beforeFast ForWord
New cortical areas active after Fast ForWord
New cortical areas active after Fast ForWord
LeftLeftDifference between
activity before and after Fast ForWord
Difference between activity before and after
Fast ForWord
Adapted from Temple et al.,Proceedings of the National Academy of the Sciences, 2003
© 2005 Scientific Learning Corporation
This Student is now prepared to learn: Paying Attention, Storing Multiple Commands and Assigning Meaning to
What is Said
© 2005 Scientific Learning Corporation
Fast ForWord Products are proven to help build learning capacity…
© 2005 Scientific Learning Corporation
These products use neuroscience design methods to improve essential cognitive skills.
Learning MAPSTM - critically important prerequisite skills for successful reading.
When Learning MAPS are stronger, students are able to benefit from good reading instruction.
How do Fast ForWord Products Improve Reading?
© 2005 Scientific Learning Corporation
What are the Learning MAPS?
Memory—the capacity to store information and concepts, essential for word recognition, sentence comprehension, and remembering instructions
Attention—the ability to focus on tasks and ignore distractions
Processing—the ability to distinguish sounds quickly to discriminate their differences, a prerequisite for phonemic awareness and reading
Sequencing—a cognitive skill that relies on memory, attention, and processing, essential for phonics, word fluency, reading and oral comprehension
© 2005 Scientific Learning Corporation
How does Fast ForWord do this?
•Frequency and intensity- rigorous schedule
•Adaptivity- adapts to each click of the mouse
• Simultaneous development- students are building and strengthening multiple skills in each exercise
•Timely motivation- immediate feedback and reward of points
Neuroscience research tells us these are the elements of a successful program to create new neural networks and build learning capacity.
© 2005 Scientific Learning Corporation
Fast ForWord Language
Cognitive SkillsListening AccuracyPhonological AwarenessWorking MemoryLanguage Structures
Foundation SkillsMemoryAttentionProcessingSequence
© 2005 Scientific Learning Corporation
Schedule Options
100 min/day, 5 days a week for 4-8 weeks 75 min/day, 5 days a week for 6-10 weeks 50 min/day, 5 days a week for 8-12 weeks
*Number of weeks is variable based on individual student progress
Fast ForWord Language
© 2005 Scientific Learning Corporation
Fast ForWord Middle & High School
Cognitive SkillsListening AccuracyPhonological Awareness
Working MemoryLanguage Structures
Foundation SkillsMemoryAttentionProcessingSequence
© 2005 Scientific Learning Corporation
Fast ForWord Middle & High School
Schedule Options
90 min/day, 5 days a week for 4-8 weeks 48 min/day, 5 days a week for 8-12 weeks
*Number of weeks is variable based on individual student progress
© 2005 Scientific Learning Corporation
Fast ForWord Language to Reading
Cognitive SkillsEnglish Language
ConventionsListening
ComprehensionOrganization and Focus
Word Analysis
Foundation SkillsMemoryAttention
ProcessingSequence
© 2005 Scientific Learning Corporation
Schedule Options
90 min/day, 5 days a week, for 8-12 weeks 50 min/day, 5 days a week, for 4-8 weeks
*Number of weeks is variable based on individual student progress
Fast ForWord Language to Reading
© 2005 Scientific Learning Corporation
Ensure their child attends school as much as possible during Fast ForWord training
Provide a good night’s sleep and breakfast Ask about their progress, to see their graphs and reports Fill out Parent Observational Survey before and after Fast
ForWord training to discover behavioral changes
What can parents do to help?
© 2005 Scientific Learning Corporation
Additional Resources for Parents
Fast ForWord website: www.scientificlearning.com Reading Rover on Brainconnection.com allows
child to complete an informal online assessment (http://www.brainconnection.com/teasers/?main=rr/rrhome)
