Fast ForWord Research

Fast ForWord is one of the most researched reading interventions available, with over 250 research studies. Here is a sampling of some of our research. For a more comprehensive list, please visit our corporate website.

This study showed effective remediation with the children with developmental dyslexia, and that disrupted brain responsiveness to rapid auditory transitions of non-verbal sounds may be a risk factor for developmental dyslexia. Effective remediation through Fast ForWord can foster neural plasticity that enhances brain responsiveness to rapid auditory transitions as well as improves language and reading skills

Developmental dyslexia, characterized by unexplained difficulty in reading, is associated with behavioral deficits in phonological processing. The results suggest that a partial remediation of language-processing deficits, resulting in improved reading, ameliorates disrupted function in brain regions associated with phonological processing and produces additional compensatory activation in other brain regions.

This discusses several aspects of brain activity processes that have been insufficiently studied, and that are crucial to explore to relate brain mechanisms to cognitive functions and behaviors. It briefly summarize the principles of cortical representational plasticity as they were understood at the time.

After Fast ForWord training, the children with dyslexia showed brain activity much more like that of the typical-reading group. Furthermore, the dyslexic children's reading scores as a group improved significantly after training (even though the training did not involve reading per se), moving them into the low end of the typical reading range. This study shows that differences in brains of children with developmental dyslexia and typical readers can be changed through intensive training.

A specific remediation program, Fast ForWord Language, resulted in changes in brain function in children with dyslexia while improving their reading ability. This finding opens up the possibility for future research that explores different interventions and educational strategies. This shows that brain dysfunction in dyslexia can be improved.

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